Paper Info
Title
The affective and learning profiles of students using an intelligent tutoring system for algebra
Abstract
We investigate whether high-performing students' experience of affect (boredom, confusion, delight, flow, frustration, neutrality and surprise) is different from that of low-performing students while using Aplusix, an ITS for Algebra. We found that students with the highest number of correct answers experienced flow the most while students with the lowest number of correct answers experienced confusion and boredom the most. Students who attempted the most difficult problems experienced flow the most while students who tried the lowest levels experienced more boredom and confusion. Students who took the longest time in solving the algebra problems experienced confusion the most while students who took the shortest time experienced confusion the least. Students who used the most number of steps to solve a problem experienced confusion and boredom the most. Students who used the least number of steps experienced more flow.
Year
DOI
Venue
2010
10.1007/978-3-642-13388-6_30
Intelligent Tutoring Systems (1)
Keywords
Field
DocType
problem experienced confusion,experienced confusion,algebra problem,longest time,lowest level,lowest number,highest number,intelligent tutoring system,correct answer,shortest time,experienced flow,affect
Social psychology,Confusion,Intelligent tutoring system,Algebra,Psychology,Boredom,Surprise,Affect (psychology)
Conference
Volume
ISSN
ISBN
6094
0302-9743
3-642-13387-8
Citations 
PageRank 
References 
3
0.45
4
Authors
2
Name
Order
Citations
PageRank
Maria C. V. Lagud1524.97
Ma. Mercedes T. Rodrigo245037.84