Affect and Usage Choices in Simulation Problem-Solving Environments

被引：0

作者：

Rodrigo, Ma. Mercedes T. ^{[1
]}

Baker, Ryan S. J. D. ^{[2
]}

Lagud, Maria C. V. ^{[3
]}

Lim, Sheryl A. L. ^{[1
,3
]}

Macapanpan, Alexis F.

Pascua, Sheila A. M. S.

Santillano, Jerry Q. ^{[1
]}

Sevilla, Leima R. S. ^{[3
]}

Sugay, Jessica O. ^{[1
]}

Tep, Sinath ^{[1
]}

Viehland, Norma J. B. ^{[3
]}

机构：

[1] Ateneo Manila Univ, Dept Informat Syst & Comp Sci, Manila, Philippines

[2] Univ Nottingham, Learning Sci Res Inst, Nottingham NG7 2RD, England

[3] Atteneo Manila Univ, Dept Educ, Quezon City, Philippines

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION: BUILDING TECHNOLOGY RICH LEARNING CONTEXTS THAT WORK | 2007年 / 158卷

关键词：

D O I：

暂无

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

We investigate the relationship between a student's affect and how he or she chooses to use a simulation problem-solving environment, using quantitative field observations. Within the environment studied, many students were observed gaming the system (cf. Baker et al, 2004), while few students engaged in off-task behavior. We analyze which affective states co-occur with gaming the system, and which affective states precede gaining behavior. Boredom and confusion appear both to precede gaming behavior and to co-occur with gaining behavior; delight and flow are negatively associated with gaming behavior.

引用

页码：145 / +

页数：2

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