The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo

Outline of the Presentation Introduction Methods Results and Discussion Conclusion

In the past Introduction As a student solves a problem within the ITS, the ITS examined whether the student’s actions were right or wrong or brought the student closer or farther away from the answer Offers appropriate help / guidance Just like a human tutor

Introduction However! Old ITSs only considered cognition, not emotion

Introduction ITSs help in the cognitive process of learning. Prior research has shown that Aplusix can increase learning from 70% to 250%

Introduction “There is no cognitive mechanism without the affective element since affectivity motivates the intellectual activity.” - Piaget Learning is not only cognitive. It is also affective. Emergence of studies on affect and learning

Affect Introduction In our case: Boredom Confusion Delight Frustration Flow Neutrality Surprise pertains to a broad class of mental processes, including feelings, emotions, moods, and temperament

Introduction affective profile - description of a student based on the percentage of time he/she has displayed an emotion during a 40-min. observation session

Introduction number of correct items learning profile number of correct items highest difficulty level attempted average time to solve an item average number of steps taken to solve an item

Outline of the Presentation Introduction Methods Results and Discussion Conclusion

Methods Research Setting and Subjects - 140 1st and 2nd year High School Students from 4 schools within Metro Manila and a school from Cavite - average age of 13.5

Methods Research Instrument - Aplusix - log files - Data Collection Instrument

Methods a screen shot of Aplusix

Methods

Methods a raw log file

Methods consolidation

Methods Consolidated log file

Methods consolidation analysis

Methods

Methods

Methods analysis

Methods analysis consolidation analysis

Methods Affective Profile of Student ABC

Methods Statistical Treatment - Learning Profile – mean and standard deviation between the four categories groupings were also done based on terciles or by dividing the sample into three groups centered on the median

Methods Sample Tercile Group The affective profiles of the terciles were compared with one another using One-Way ANOVA (SPSS)

Outline of the Presentation Introduction Methods Results and Discussion Conclusion

Results & Discussion Correct Items Solved Above Average Group experienced flow the most (F = 3.948; p = 0.022) Below Average Group experienced boredom the most (F=3.995; p=0.021) and confusion the most (F=5.163; p=0.007)

Results & Discussion Highest Difficulty Level Reached Above Average Group experienced flow the most (F = 5.994; p = 0.003) Below Average Group experienced boredom the most (F=5.495; p=0.005) and confusion the most (F=6.006; p=0.003)

Results & Discussion Average Duration Time Above Average Group experienced confusion the least Below Average Group experienced confusion the most at (F=5.163; p=0.007)

Results & Discussion Average Number of Steps Above Average and Average Group experienced flow more than the Below Average Group (F = 3.476; p = 0.034) Below Average Group experienced boredom the most (F=3.617; p=0.029) and confusion the most (F=4.082; p=0.019)

highest occurrence of flow Results & Discussion FLOW Highest scoring group Group that tried highest levels Group that took the least number of steps -is experienced more by people who are more motivated, has total and deep concentration, those who are willing to go further, reach higher levels of challenge and are achievers or experts (studies of Csikszentmihalyi, et al.) highest occurrence of flow

highest occurrence of confusion Results & Discussion CONFUSION Lowest scoring group Group that tried lowest levels Group that answered items the longest Group that took the most number of steps perceptual disorientation and lack of clear thinking (English & English) or a feeling of not knowing, when information is not present in memory (Hess 2003) positively related to optimum learning gains (Craig, et al) highest occurrence of confusion

highest occurrence of boredom Results & Discussion BOREDOM Lowest scoring group Group that tried lowest levels Group that took the most number of steps -is felt when doing such uninteresting activities. -association of boredom with subjective monotony (Perkins and Hill,1985) highest occurrence of boredom

Outline of the Presentation Introduction Methods Results and Discussion Conclusion

Is this news? Conclusion The novelty is the act of measuring Leads to ways of quantifying And if we continue to use automated tools, maybe these tools can also serve as early warning devices

Thank You! 