Paper Info
Title
The Impact of Off-task and Gaming Behaviors on Learning: Immediate or Aggregate?
Abstract
Both gaming the system (taking advantage of the system's feedback and help to succeed in the tutor without learning the material) and being off-task (engaging in behavior that does not involve the system or the learning task) have been previously shown to be associated with poorer learning. In this paper we investigate two hypotheses about the mechanisms that lead to this reduced learning: (a) less learning within individual steps (immediate harmful impact) and (b) overall learning loss due to fewer opportunities to practice (aggregate harmful impact). We show that gaming tends to have immediate harmful impact while off-task tends to have aggregated harmful impact on learning.
Year
DOI
Venue
2009
10.3233/978-1-60750-028-5-507
AIED
Keywords
Field
DocType
gaming behaviors,reduced learning,overall learning loss,fewer opportunity,individual step,harmful impact,immediate harmful impact,aggregate harmful impact,poorer learning,psychology,computing
TUTOR,Computer science,Knowledge management,Human–computer interaction,Error-driven learning,Educational data mining,Multimedia
Conference
Volume
ISSN
Citations 
200
0922-6389
33
PageRank 
References 
Authors
1.81
13
3
Name
Order
Citations
PageRank
Mihaela Cocea121533.18
Arnon Hershkovitz210613.39
Ryan S. J. d. Baker31220111.60