Reports identify suboptimal training patterns that your students engage in. You can easily get the supporting data needed to proactively address issues that arise from these behaviors. When you create your report, you select the suboptimal training behaviors that you'd like to be alerted to. These behaviors include when students have too many wrong answers, when they are are distracted during their training, when they don't spend enough time on review, when they skip too many words, and when they complete training sessions that are too short or too long. You can edit your report at any time to adjust the alerts you receive. This article will explain how to identify and address suboptimal training patterns to help your students get the most out Membean. 

Checking for Alerts

From your class report, click on a student's alerts under the Overview column.

You will see a calendar view of the student's training. Days highlighted in orange indicate that on that day the student demonstrated poor training behaviors. Click on the day to see which patterns the student engaged in.

You will then see the suboptimal training behaviors from that day and can click on one of the issues to be taken to the individual session details page.

Accuracy Alerts

Accuracy is often closely tied to review pace. Typically students who have very low accuracy are either wasting time by lingering on word pages or just clicking through mindlessly. 

In order to sandbag, or waste time, students often intentionally answer questions incorrectly, as an incorrect question results in the restudy of a word. This is one common cause of low accuracy rates. The other is when students are just clicking through without much thought. With this, you'll notice that the student moves very quickly, maybe even only a few seconds, when restudying words. It's very important that these students slow down. 

Whenever you see an accuracy alert, it's a good idea to check out the student's review pace. If the student is genuinely struggling as opposed to sandbagging or clicking through, you may want to look into student training preferences such as Strong Memory Mode. Read more here about using accuracy to help your students.

Inactivity Alerts

We detect zones in which students are not learning by checking for long periods of inactivity within a session. This inactivity, known as sandbagging, occurs when a student spends more time than necessary studying or restudying words in attempt to run down the clock. In these cases, it's very likely that the student tabbed out to a different window or minimized the page.

While we do time out a session after 6-8 minutes of inactivity, students determined to "beat the system" may use timers to wait for 5 minutes on a page before progressing to the next. The Activity alert, however, will show you the various times the student was on a word page without any activity and for how long the inactivity occurred. We account for the fact that each student learns differently and at their own pace by only flagging a student for inactivity when there are three or more separate occasions of two minutes of inactivity in one single session. 

Questions answered incorrectly with long restudies, especially across sessions, indicate that the student isn't actually training. We've noticed that when one or two students get away with cheating in this manner, the behavior spreads. It's important to clamp down early and make clear to the class that doing so is detectable. We recommend docking points from their grade for such behavior. 

Review Pace Alerts

When students answer a question incorrectly during training, they are immediately presented with the word page. Under Review Pace, you'll see exactly how long they spent restudying each word they got wrong during the session. You'll receive a Review Pace alert if students are spending a median of fewer than 10 seconds restudying their words. We recommend that a student spend at least 10 seconds reviewing a word page, but you'll find that students often spend far less than this. Students who have poor accuracy should spend even more time reviewing. If accuracy is poor and review pace is fast, talk to the student about slowing down.

One option to consider in this case is Strong Memory Mode. Although this may not increase the time a student spends reviewing a word page, words will be reviewed many times which should increase accuracy

IKT Use Alerts

Some students abuse the IKT button, either because they think they know words that they really don't or they simply don't feel like learning the word. While a student with a strong vocabulary might legitimately skip many words, even the brightest students overestimate how well they know some words. When a student performs poorly on tests or is progressing very rapidly through the program, you'll often find that skipping words is the culprit. Your IKT Use alerts will notify you of the words the student is skipping. If you suspect that students are skipping too many words, you can turn off their ability to use the IKT button

Session Length Alerts

Session lengths between 10-25 minutes are optimal for long term retention. You'll see a Session Length alert if a student's training session is fewer than 5 or more than 45 minutes. We encourage your grading guidelines to clearly specify that students should not train more than 30 minutes in a single day. For example if your goal is 45 minutes for a week, you should specify that it should be done over multiple days and preferably for 15 minutes at a time.

We recommend reducing grades if long sessions are done within 24 hours of the deadline. This actively prevents cramming. It also helps to explain to students that very long or very short sessions are detrimental to learning and retention. You can learn more about our training recommendations here. 

Suggested Fix

Once you have identified a specific poor training habit, you can utilize the "Suggested Fix" link available in that training session's details tab to evaluate potential solutions to that specific problem.