A Procrastination Index for Online Learning Based on Assignment Start Time
A Procrastination Index for Online Learning Based on Assignment Start Time
复制标题
基于作业开始时间的在线学习拖延指数
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Steve Stalzer
中科院分区：
文献类型：
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作者：
L. Agnihotri;R. Baker;Steve Stalzer
尽管有几十年的证据表明拖延对学习者结果的影响，但教育数据挖掘社区在应用基于学习者行为的拖延测量方面存在拖延。我们提出了一种新的衡量在线学习中习惯性拖延的方法，即拖延指数，它代表了学习者在开始学习任务时（而不是在完成任务时）相对于同一任务中的其他学习者的拖延程度（认识到不同的任务可能需要不同的时间）。我们将此指标应用于大型在线学习平台3，700个课程部分的超过100，000名学生的数据。我们发现，习惯性推迟开始作业的学生比按时开始作业的学生有21倍的不及格风险。这项工作的结果是一个简单而可靠的拖延指数，它概括了多个学科，考虑了作业的个人特征，是学习成绩的强有力预测因素，并提供了一个早期信号，使教育工作者能够为有风险的学生设计适当的干预措施。
Despite decades of evidence on the impacts of procrastination on learner outcomes, the educational data mining community has procrastinated in applying measures of procrastination based on learner behavior. We advance a new measure of habitual procrastination within online learning, the Procrastination Index, which represents a learner’s degree of procrastinating in when they start learning assignments (rather than when they complete assignments), relative to other learners within the same assignment (recognizing that different assignments may need different amounts of time). We apply this measure to data from over 100,000 students in 3,700 course sections from a large online learning platform. We find that students who habitually delay starting assignments have 21 times the risk of failing their courses than students who start on time. The result of this work is a straightforward and reliable Procrastination Index that generalizes across multiple academic disciplines, takes the individual features of assignments into account, is a strong predictor of academic performance, and provides an early signal to enable educators to design appropriate interventions for at-risk students.