Paper Info
Title
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Abstract
We investigate the prevalence and learning impact of different types of off-task behavior in classrooms where students are using intelligent tutoring software. We find that within the classrooms studied, no other type of off-task behavior is associated nearly so strongly with reduced learning as "gaming the system": behavior aimed at obtaining correct answers and advancing within the tutoring curriculum by systematically taking advantage of regularities in the software's feedback and help. A student's frequency of gaming the system correlates as strongly to post-test score as the student's prior domain knowledge and general academic achievement. Controlling for prior domain knowledge, students who frequently game the system score substantially lower on a post-test than students who never game the system. Analysis of students who choose to game the system suggests that learned helplessness or performance orientation might be better accounts for why students choose this behavior than lack of interest in the material. This analysis will inform the future re-design of tutors to respond appropriately when students game the system.
Year
DOI
Venue
2004
10.1145/985692.985741
CHI
Keywords
Field
DocType
prior domain knowledge,off-task behavior,students game,system correlate,tutoring curriculum,cognitive tutor classroom,intelligent tutoring software,different type,correct answer,better account,system score,user modeling,learned helplessness,user model,domain knowledge,system analysis
Domain knowledge,Computer science,Cognitive tutor,Curriculum,Software,User modeling,Learned helplessness,Academic achievement,Multimedia
Conference
ISBN
Citations 
PageRank 
1-58113-702-8
166
18.68
References 
Authors
6
4
Search Limit
100166
Name
Order
Citations
PageRank
Ryan Shaun Baker135742.15
Albert T. Corbett21589232.16
Kenneth R. Koedinger33551403.07
Angela Z. Wagner431431.94