Abstract
We investigate whether high-performing students’ experience of affect (boredom, confusion, delight, flow, frustration, neutrality and surprise) is different from that of low-performing students while using Aplusix, an ITS for Algebra. We found that students with the highest number of correct answers experienced flow the most while students with the lowest number of correct answers experienced confusion and boredom the most. Students who attempted the most difficult problems experienced flow the most while students who tried the lowest levels experienced more boredom and confusion. Students who took the longest time in solving the algebra problems experienced confusion the most while students who took the shortest time experienced confusion the least. Students who used the most number of steps to solve a problem experienced confusion and boredom the most. Students who used the least number of steps experienced more flow.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z.: Off-Task Behavior in the Cognitive Tutor Classroom: When Students “Game the System”. In: Proceedings of ACM CHI 2004: Computer-Human Interaction, pp. 383–390 (2004)
Bouhineau, D., Nicaud, J.F., Chaachoua, H., Huguet, T., Bittar, M., Bronner, A.: Two years of use of the Aplusix System. In: Proceeding of the 8th IFIP World Conference on Computer in Education, p. 23. University of Stellenbosch, Cape Town South Africa (2005)
Craig, S.D., Graesser, A.C., Sullins, J., Gholson, B.: Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor. Journal of Educational Media 29(3), 241–250 (2004)
Csikszentmihalyi, M., Rathunde, K., Whalen, S.: Talented Teenagers: The Roots of Success and Failure. Cambridge University Press, New York (1993)
Csikszentmihalyi, M.: Flow: The Psychology of Optimal Experience. Harper & Row, New York (1990)
English and English: A comprehensive dictionary of psychological and psychoanalytic terms. Longmans, New York(1958)
Hess, U.: Now You See It, Now You Don’t - The Confusing Case of Confusion as an Emotion: Commentary on Rozin and Cohen. Emotion 3(1), 76–80 (2003)
Jaques, P.A., Bocca, E., Vicari, R.M.: Considering Student’s Emotions in Computational Educational Systems. In: Simposio Brasileiro de Informatica na Educacao, pp. 543–552, UFRJ: Rio de Janeiro (2003)
Nicaud, J.F., Bouhineau, D., Chaachoua, H., Huguet, T., Bronner, A.: A computer program for the learning of algebra: description and first experiment. In: Proceedings of PEG 2003, Saint Petersburg (2003)
Ormrod, J.: Educational Psychology: Developing Learners, 6th edn. Pearson Merril Prentice Hall, New Jersey (2008)
Perkins, R.E., Hill, A.B.: Cognitive and affective aspects of boredom. British Journal of Psychology 76, 221–234 (1985)
Rathunde, K., Csikszentmihalyi, M.: Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments. American Journal of Education 111(3), 341–371 (2005)
Rodrigo, M.M.T., Anglo, E.A., Sugay, J.O., Baker, R.S.J.d.: Use of Unsupervised Clustering to Characterize Learner Behaviors and Affective States while Using an Intelligent Tutoring System. In: Chan, T.-W., Biswas, G., Chen, F.-C., Chen, S., Chou, C., Jacobson, M., Kinshuk, K.F., Looi, C.-K., Mitrovic, T., Mizoguchi, R., Nakabayashi, K., Reimann, P., Suthers, D., Yang, S., Yang, J.-C. (eds.) International Conference on Computers in Education 2008, pp. 57–64. Asia Pacific Society for Computers in Education (2008)
Rodrigo, M. M.T., Baker, R.S.J.d., D’Mello, S.K., Gonzalez, M. C.T., Lagud, M.C.V., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sugay, J.O., Tep, S., Viehland, N.J.B.: Comparing Learners’ Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 40–49. Springer, Heidelberg (2008)
Rodrigo, M.M.T., Baker, R.S.J.d., Lagud, M.C.V., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sevilla, L.R.S., Sugay, J.O., Tep, S., Viehland, N.J.B.: Affect and Usage Choices in Simulation Problem-solving Environments. In: Luckin, R., Koedinger, K.R., Greer, J. (eds.) Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work, pp. 145–152. IOS Press, Amsterdam (2007)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lagud, M.C.V., Rodrigo, M.M.T. (2010). The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for Algebra. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6094. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13388-6_30
Download citation
DOI: https://doi.org/10.1007/978-3-642-13388-6_30
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13387-9
Online ISBN: 978-3-642-13388-6
eBook Packages: Computer ScienceComputer Science (R0)