The Relationships Between Sequences of Affective States and Learner Achievement
The Relationships Between Sequences of Affective States and Learner Achievement
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情感状态序列与学习者成绩之间的关系
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Worcester Ma
中科院分区：
文献类型：
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作者：
Mercedes T. Rodrigo;Julieta Nabos;Loyola Heights;Worcester Ma
我们使用序列模式挖掘技术研究情感状态和序列与学习成绩之间的关系。我们发现，根据先前的研究，无聊是一种不受欢迎的状态，既持久又不利于学习。我们还发现，混乱与专注的时间间隔有助于学习。然而，困惑本身对学生的成绩有负面影响，可能表明学生被卡住了。这些结果揭示了过去的结果，发现混乱和学习之间的关系不一致。
We study the relationships between affective states and sequences and learner achievement using sequential pattern mining techniques. We found, in accordance with prior research, that boredom is an undesirable state that is both persistent and detrimental to learning. We also found that confusion punctuated with periods of engaged concentration contributes to learning. However, confusion alone has a negative impact on student achievement, possibly indicating that students are stuck. These results shed light on past results finding inconsistent relationships between confusion and learning.