Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomes
Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomes
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DOI：
10.1145/2460296.2460320
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发表时间：
2013-04
期刊：
影响因子：
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通讯作者：
Z. Pardos;R. Baker;M. O. S. Pedro;S. M. Gowda;Supreeth M. Gowda
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文献类型：
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作者：
Z. Pardos;R. Baker;M. O. S. Pedro;S. M. Gowda;Supreeth M. Gowda
在本文中，我们调查了学生在整个学年中对基于网络的辅导平台的影响与年末高风险数学考试的学习成果之间的对应关系。情感和学习成果之间的关系之前已经被研究过，但没有以纵向和更细粒度的方式进行研究。情感检测器用于根据导师日志数据的事后分析来估计学生的情感状态。对于导师中的每个学生行为，检测器都会为我们提供学生处于无聊、专注、困惑和沮丧状态的估计概率，并估计他们表现出偏离任务或游戏行为的概率。我们对 8 年级学生使用 ASSISTments 数学辅导系统的两年日志数据运行了检测器，并为我们队列中的 1,393 名学生收集了相应的年终、高风险、州数学考试成绩。通过关联这些数据源，我们发现解决问题过程中的无聊感与绩效呈负相关，正如预期的那样；然而，在支架式辅导中表现出的无聊感与表现呈正相关。出乎意料的是，类似的模式也因混乱而出现。专注和挫折都与积极的学习成果相关，令人惊讶的是在挫折的情况下。
In this paper, we investigate the correspondence between student affect in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year, on a high-stakes mathematics exam. The relationships between affect and learning outcomes have been previously studied, but not in a manner that is both longitudinal and finer-grained. Affect detectors are used to estimate student affective states based on post-hoc analysis of tutor log-data. For every student action in the tutor the detectors give us an estimated probability that the student is in a state of boredom, engaged concentration, confusion, and frustration, and estimates of the probability that they are exhibiting off-task or gaming behaviors. We ran the detectors on two years of log-data from 8th grade student use of the ASSISTments math tutoring system and collected corresponding end of year, high stakes, state math test scores for the 1,393 students in our cohort. By correlating these data sources, we find that boredom during problem solving is negatively correlated with performance, as expected; however, boredom is positively correlated with performance when exhibited during scaffolded tutoring. A similar pattern is unexpectedly seen for confusion. Engaged concentration and frustration are both associated with positive learning outcomes, surprisingly in the case of frustration.