The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for...

The Affective and Learning The Affective and Learning Profiles of Students when Profiles of Students when

Using an Intelligent Tutoring Using an Intelligent Tutoring System for AlgebraSystem for Algebra

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

Outline of the PresentationOutline of the Presentation

• Methods• Results and Discussion

• Conclusion

• 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

Introduction

Introduction

However!

• Old ITSs only considered cognition, not emotion

“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

Introduction

AffectAffect • pertains to a broad

class of mental processes, including feelings, emotions, moods, and temperament

• In our case:– Boredom

– Confusion

– Delight

– Frustration

– Flow

– Neutrality

– Surprise

Introduction

Introduction

affective profileaffective profile

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

Introduction

learning profilelearning profile

•number of correct items•highest difficulty level attempted•average time to solve an item•average number of steps taken to solve an item

Outline of the PresentationOutline of the Presentation

• Methods• Results and Discussion

• Conclusion

• Introduction

Methods

Research Setting and SubjectsResearch 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

Methods

Research InstrumentResearch Instrument- Aplusix

- log files- Data Collection Instrument

Methodsa screen shot of Aplusixa screen shot of Aplusix

Methods

Methodsa raw log filea raw log file

consolidation

Methods

Consolidated log fileConsolidated log fileMethods

consolidation analysis

Methods

Methods

Methods

analysisMethods

MethodsAffective Profile of Student ABCAffective Profile of Student ABC

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

MethodsSample Tercile GroupSample Tercile Group

- The affective profiles of the terciles were compared with one another using One-Way ANOVA (SPSS)

Outline of the PresentationOutline of the Presentation

• Methods• Results and Discussion

• Conclusion

• Introduction

Results & Discussion

Correct Items SolvedCorrect 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)

Results & Discussion

Highest Difficulty Level ReachedHighest 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)

Results & Discussion

Average Duration TimeAverage Duration Time•Above Average Group experienced confusion the least

•Below Average Group experienced confusion the most at (F=5.163; p=0.007)

Results & Discussion

Average Number of StepsAverage 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)

Results & DiscussionFLOWFLOW

• 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

Results & Discussion CONFUSIONCONFUSION

• 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

Results & Discussion

highest occurrence

of boredom

BOREDOMBOREDOM• 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)

Outline of the PresentationOutline of the Presentation

• Methods• Results and Discussion

• Conclusion

• Introduction

ConclusionIs 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

Thank You!