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

2. Outline of the Presentation
Introduction
Methods
Results and Discussion
Conclusion

3. 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

4. Introduction
However!
Old ITSs only considered cognition, not emotion

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

6. 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

7. 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

8. 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

9. 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

10. Outline of the Presentation
Introduction
Methods
Results and Discussion
Conclusion

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

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

13. Methods
a screen shot of Aplusix

14. Methods

15. Methods
a raw log file

16. Methods
consolidation

17. Methods
Consolidated log file

18. Methods
consolidation
analysis

19. Methods

20. Methods

21. Methods
analysis

22. Methods
analysis
consolidation
analysis

23. Methods
Affective Profile of Student ABC

24. 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

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

26. Outline of the Presentation
Introduction
Methods
Results and Discussion
Conclusion

27. 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)

28. 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)

29. 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)

30. 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)

31. 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

32. 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

33. 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

34. Outline of the Presentation
Introduction
Methods
Results and Discussion
Conclusion

35. 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

36. Thank You! 