The Influence of Affect in Help-Seeking Behaviors and Performance in a Math Intelligent Tutoring System
<p id="p1">This study investigates the association between help-seeking behaviors (hints, hints per step, hints with steps requests, and hint to error), affect (boredom, confusion, frustration, happiness, and engagement), and performance in seventh and eighth-grade students using the Cognitive Tutor...
Guardado en:
| Autores principales: | , |
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2024
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/1178554 |
| Etiquetas: |
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| Sumario: | <p id="p1">This study investigates the association between help-seeking behaviors (hints, hints per step, hints with steps requests, and hint to error), affect (boredom, confusion, frustration, happiness, and engagement), and performance in seventh and eighth-grade students using the Cognitive Tutor Bridge to Algebra as a self-regulated learning environment. Analyses focused on correlations between students’ help-seeking behaviors and their affect in units 4 and 14. Affect was also used to predict help-seeking behaviors in the next units (e.g., 5 and 15). Moreover, we examined how associations between help-seeking behaviors and performance differed as a function of affect. The results showed that a pattern emerged in which students showed more executive help-seeking behaviors rather than instrumental ones. Students feeling bored, confused, and frustrated tended to use more hints, and they were less likely to switch to external help-seeking sources. Also, those feeling happy or engaged were less likely to use hints.</p> |
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| ISBN: | 978-0-85466-782-6 |
| DOI: | 10.5772/intechopen.1004185 |