Difference between revisions of "Analysis:Student affect and interaction behavior in ASSISTments"
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[[Data:ASSISTments_2012-2013_problem-student_level]] | Frustration is an emotion often experienced by students while learning. It is unclear whether it hinders learning or pushes students to exert more effort to learn (cf. Artino & Jones 2012<ref>Artino, A.R. and Jones, K.D. (2012). [[http://www.sciencedirect.com/science/article/pii/S1096751612000073 Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning]]. The Internet and Higher Education 15, 3, 170-175. </ref>; Patrick et al. 1993<ref>Patrick, B.C., Skinner, E.A. and Connell, J.P. (1993). [http://psycnet.apa.org/journals/psp/65/4/781/ What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain]. Journal of Personality and social Psychology 65, 4, 781-791.</ref>, Pekrun et al. 2002<ref>Pekrun,R., Goetz, T., Titz, W. and Perry, R.P. (2002). [http://www.tandfonline.com/doi/abs/10.1207/S15326985EP3702_4 Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research]. Educational psychologist 37, 2 (2002), Taylor & Francis, Philadelphia, PA, 91-105.</ref>). The role of frustration in learning with [[ASSISTments]] was investigated using both [[Data:ASSISTments_2012-2013_problem-student_level | student-level data]] and problem-level data that described student behavior while answering a series of questions in the system. | ||
First, problems that likely led to student frustration were identified by ranking their average frustration confidence values. The most frustrating problems were investigated manually and revealed that they were usually difficult to understand and their hints were confusing. However, the data also showed that students were frustrated even when they answered questions correctly. | |||
The problem level instances were investigated further by referring to the student-level data, which described students' low level actions while answering the problem (e.g., order of hint requests and answer attempts, answer correctness, time duration between actions). Students who were frustrated even when they got the answer correctly, were observed to have spent a significant amount of time answering the exercise and consistently getting the answers correctly. This could mean that students were frustrated at the type and sequence of problems they were asked to solve rather than the problem itself. | |||
==References== | |||
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[[Category:Analysis]] | [[Category:Analysis]] | ||
Revision as of 12:38, 19 June 2015
Frustration is an emotion often experienced by students while learning. It is unclear whether it hinders learning or pushes students to exert more effort to learn (cf. Artino & Jones 2012[1]; Patrick et al. 1993[2], Pekrun et al. 2002[3]). The role of frustration in learning with ASSISTments was investigated using both student-level data and problem-level data that described student behavior while answering a series of questions in the system.
First, problems that likely led to student frustration were identified by ranking their average frustration confidence values. The most frustrating problems were investigated manually and revealed that they were usually difficult to understand and their hints were confusing. However, the data also showed that students were frustrated even when they answered questions correctly.
The problem level instances were investigated further by referring to the student-level data, which described students' low level actions while answering the problem (e.g., order of hint requests and answer attempts, answer correctness, time duration between actions). Students who were frustrated even when they got the answer correctly, were observed to have spent a significant amount of time answering the exercise and consistently getting the answers correctly. This could mean that students were frustrated at the type and sequence of problems they were asked to solve rather than the problem itself.
References
- ↑ Artino, A.R. and Jones, K.D. (2012). [Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning]. The Internet and Higher Education 15, 3, 170-175.
- ↑ Patrick, B.C., Skinner, E.A. and Connell, J.P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and social Psychology 65, 4, 781-791.
- ↑ Pekrun,R., Goetz, T., Titz, W. and Perry, R.P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist 37, 2 (2002), Taylor & Francis, Philadelphia, PA, 91-105.