Carelessness and Affect in an Intelligent Tutoring System for Mathematics
Carelessness and Affect in an Intelligent Tutoring System for Mathematics
复制标题
数学智能辅导系统中的粗心与影响
DOI：
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复制
发表时间：
2014
影响因子：
4.9
通讯作者：
M. Rodrigo
中科院分区：
文献类型：
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作者：
M. O. S. Pedro;R. Baker;M. Rodrigo
本研究以中学数学智能教学系统为研究对象，探讨学生情绪与其粗心错误发生频率之间的关系。当一个学生的答案是错误的，尽管他知道提供正确答案所需的技能，他被认为犯了一个粗心的错误。我们操作的概率，错误是粗心的，通过使用自动化检测器，使用教育数据挖掘，推断的概率，错误涉及粗心，而不是不知道相关的技能。然后将此检测器应用于菲律宾高中学生使用认知导师散点图产生的日志数据。我们研究了粗心和影响之间的关系，粗心的检测器和现场观察的影响之间的三角关系。令人惊讶的是，我们发现粗心在经常经历专注的学生中很常见。这一发现意味着，一个高度投入的学生可能会变得过于自信或冲动，导致更多的粗心错误。相比之下，表现出困惑或无聊的学生很少犯粗心的错误。随着时间的推移，进一步的分析表明，困惑和无聊的学生整体学习水平较低。因此，他们的错误似乎源于真正的缺乏知识，而不是粗心。
We investigate the relationship between students’ affect and their frequency of careless errors while using an Intelligent Tutoring System for middle school mathematics. A student is said to have committed a careless error when the student’s answer is wrong despite knowing the skill required to provide the correct answer. We operationalize the probability that an error is careless through the use of an automated detector, developed using educational data mining, which infers the probability that an error involves carelessness rather than not knowing the relevant skill. This detector is then applied to log data produced by high-school students in the Philippines using a Cognitive Tutor for scatterplots. We study the relationship between carelessness and affect, triangulating between the detector of carelessness and field observations of affect. Surprisingly, we find that carelessness is common among students who frequently experience engaged concentration. This finding implies that a highly engaged student may paradoxically become overconfident or impulsive, leading to more careless errors. In contrast, students displaying confusion or boredom make fewer careless errors. Further analysis over time suggests that confused and bored students have lower learning overall. Thus, their mistakes appear to stem from a genuine lack of knowledge rather than carelessness.
DOI：
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发表时间：
2006
期刊：
Int. J. Artif. Intell. Educ.
影响因子：
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作者：
S. D’Mello;Scotty D. Craig;Jeremiah Sullins;A. Graesser
通讯作者：
S. D’Mello;Scotty D. Craig;Jeremiah Sullins;A. Graesser