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by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo

The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra. by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo. Outline of the Presentation. Introduction. Methods. Results and Discussion. Conclusion. Introduction. In the past.

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by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo

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  1. The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo

  2. Outline of the Presentation • Introduction • Methods • Results and Discussion • Conclusion

  3. Introduction In the past • As a student solves a problem within the ITS, the ITS examined whether the student’s actions were right or wrong or brought the student closer or farther away from the answer • Offers appropriate help / guidance • Just like a human tutor

  4. Introduction However! • Old ITSs only considered cognition, not emotion

  5. Introduction “There is no cognitive mechanism without the affective element since affectivity motivates the intellectual activity.” - Piaget • Learning is not only cognitive. It is also affective. • Emergence of studies on affect and learning

  6. Introduction Affect • In our case: • Boredom • Confusion • Delight • Frustration • Flow • Neutrality • Surprise • pertains to a broad class of mental processes, including feelings, emotions, moods, and temperament

  7. Introduction affective profile - description of a student based on the percentage of time he/she has displayed an emotion during a 40-min. observation session

  8. Introduction • learning profile • number of correct items • highest difficulty level attempted • average time to solve an item • average number of steps taken to solve an item

  9. Outline of the Presentation • Introduction • Methods • Results and Discussion • Conclusion

  10. Methods Research Setting and Subjects - 140 1st and 2nd year High School Students from 4 schools within Metro Manila and a school from Cavite - average age of 13.5

  11. Methods Research Instrument - Aplusix - log files - Data Collection Instrument

  12. Methods a screen shot of Aplusix

  13. Methods

  14. Methods a raw log file

  15. consolidation Methods

  16. Methods Consolidated log file

  17. consolidation Methods analysis

  18. Methods

  19. Methods

  20. analysis Methods

  21. Methods Affective Profile of Student ABC

  22. Methods Statistical Treatment - Learning Profile – mean and standard deviation between the four categories • groupings were also done based on terciles or by dividing the sample into three groups centered on the median

  23. Methods Sample Tercile Group • The affective profiles of the terciles were compared with one another using One-Way ANOVA (SPSS)

  24. Outline of the Presentation • Introduction • Methods • Results and Discussion • Conclusion

  25. Results & Discussion • Correct Items Solved • Above Average Group experienced flow the most (F = 3.948; p = 0.022) • Below Average Group experienced boredom the most (F=3.995; p=0.021) and confusion the most (F=5.163; p=0.007)

  26. Results & Discussion • Highest Difficulty Level Reached • Above Average Group experienced flow the most (F = 5.994; p = 0.003) • Below Average Group experienced boredom the most (F=5.495; p=0.005) • and confusion the most (F=6.006; p=0.003)

  27. Results & Discussion • Average Duration Time • Above Average Group experienced confusion the least • Below Average Group experienced confusion the most • at (F=5.163; p=0.007)

  28. Results & Discussion • Average Number of Steps • Above Average and Average Group experienced flow more than the Below Average Group (F = 3.476; p = 0.034) • Below Average Group experienced boredom the most (F=3.617; p=0.029) and confusion the most (F=4.082; p=0.019)

  29. Results & Discussion • FLOW • Highest scoring group • Group that tried highest levels • Group that took the least number of steps • -is experienced more by people who are more motivated, has total and deep concentration, those who are willing to go further, reach higher levels of challenge and are achievers or experts (studies of Csikszentmihalyi, et al.) highest occurrence of flow

  30. Results & Discussion • CONFUSION • Lowest scoring group • Group that tried lowest levels • Group that answered items the longest • Group that took the most number of steps • perceptual disorientation and lack of clear thinking (English & English) or a feeling of not knowing, when information is not present in memory (Hess 2003) • positively related to optimum learning gains (Craig, et al) highest occurrence of confusion

  31. Results & Discussion • BOREDOM • Lowest scoring group • Group that tried lowest levels • Group that took the most number of steps • -is felt when doing such uninteresting activities. • -association of boredom with subjective monotony (Perkins and Hill,1985) highest occurrence of boredom

  32. Outline of the Presentation • Introduction • Methods • Results and Discussion • Conclusion

  33. Conclusion Is this news? • The novelty is the act of measuring • Leads to ways of quantifying • And if we continue to use automated tools, maybe these tools can also serve as early warning devices

  34. Thank You! 

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