Database: ProVie Project

Many university students find both the construction of proofs and the reading of presented proofs difficult at the beginning of their studies. However, dealing with proofs can also teach students methods and strategies for their own proof construction. Since 2019, videos have therefore been used at the University of Münster as part of an inverted classroom concept to discuss weekly homework assignments. The ProVie project is investigating which design tools and reception strategies of videos have a positive effect on the understanding of proof and the solving of a transfer task. In particular, the database contains measurement data on (a) students’ comprehension of a proof after watching a video presenting a proof for the fixed-point task ("pcom"), (b) the strategic knowlege they gained from watching the video ("strk"), (c) their performance in constructing a similar proof ("pcon"), (d) their prior knowledge of real analysis ("pk"), and (e) demographic data (e.g. gender, degree programme, GPA at school, repetition of the real analysis lecture). Participants were randomly assigned to one of four video versions. Each video could contain prompts for self-explanation, additional heuristic information, both, or neither. The group variable is stored in the dataset accordingly. In addition, the variables “prompt” and “labheu” indicate whether the respective video contained prompts and/or labels heuristic information.