Exploring the Impact of a Learning Dashboard on Student Affect

被引：26

作者：

Muldner, Kasia ^{[1
]}

Wixon, Michael ^{[2
]}

Rai, Dovan ^{[2
]}

Burleson, Winslow ^{[3
]}

Woolf, Beverly ^{[4
]}

Arroyo, Ivon ^{[2
]}

机构：

[1] Carleton Univ, Inst Cognit Sci, Ottawa, ON K1S 5B6, Canada

[2] Worcester Polytech Inst, Learning Sci & Technol, Worcester, MA 01609 USA

[3] Univ Massachusetts, Sch Comp Sci, Amherst, MA 01003 USA

[4] NYU, Coll Nursing, New York, NY USA

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 | 2015年 / 9112卷

基金：

美国国家科学基金会;

关键词：

Affect; Learning dashboard; Intelligent tutoring system;

D O I：

10.1007/978-3-319-19773-9_31

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

Research highlights that many students experience negative emotions during learning activities, and these can have a detrimental impact on behaviors and outcomes. Here, we investigate the impact of a particular kind of affective intervention, namely a learning dashboard, on two deactivating emotions: boredom and lack of excitement. The data comes from a study we conducted with over 200 middle school students interacting with an intelligent tutor that provided varying levels of support to encourage dashboard use. We analyze the data using a range of techniques to show that the learning dashboard is associated with reduced deactivating emotions, but that its utility also depends on the way its use is promoted and on students' gender.

引用

页码：307 / 317

页数：11

共 21 条

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