the affective and learning profiles of students when using an intelligent tutoring system for...
TRANSCRIPT
![Page 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](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/1.jpg)
The Affective and Learning The Affective and Learning Profiles of Students when Profiles of Students when
Using an Intelligent Tutoring Using an Intelligent Tutoring System for AlgebraSystem for Algebra
by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo
![Page 2: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/2.jpg)
Outline of the PresentationOutline of the Presentation
• Methods• Results and Discussion
• Conclusion
• Introduction
![Page 3: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/3.jpg)
In the past• 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
![Page 4: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/4.jpg)
Introduction
However!
• Old ITSs only considered cognition, not emotion
![Page 5: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/5.jpg)
“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
Introduction
![Page 6: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/6.jpg)
AffectAffect • pertains to a broad
class of mental processes, including feelings, emotions, moods, and temperament
• In our case:– Boredom
– Confusion
– Delight
– Frustration
– Flow
– Neutrality
– Surprise
Introduction
![Page 7: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/7.jpg)
Introduction
affective profileaffective profile
- - description of a student based on the percentage of time he/she has displayed an emotion during a 40-min. observation session
![Page 8: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/8.jpg)
Introduction
learning profilelearning profile
•number of correct items•highest difficulty level attempted•average time to solve an item•average number of steps taken to solve an item
![Page 9: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/9.jpg)
Outline of the PresentationOutline of the Presentation
• Methods• Results and Discussion
• Conclusion
• Introduction
![Page 10: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/10.jpg)
Methods
Research Setting and SubjectsResearch 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
![Page 11: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/11.jpg)
Methods
Research InstrumentResearch Instrument- Aplusix
- log files- Data Collection Instrument
![Page 12: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/12.jpg)
Methodsa screen shot of Aplusixa screen shot of Aplusix
![Page 13: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/13.jpg)
Methods
![Page 14: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/14.jpg)
Methodsa raw log filea raw log file
![Page 15: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/15.jpg)
consolidation
Methods
![Page 16: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/16.jpg)
Consolidated log fileConsolidated log fileMethods
![Page 17: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/17.jpg)
consolidation analysis
Methods
![Page 18: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/18.jpg)
Methods
![Page 19: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/19.jpg)
Methods
![Page 20: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/20.jpg)
analysisMethods
![Page 21: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/21.jpg)
MethodsAffective Profile of Student ABCAffective Profile of Student ABC
![Page 22: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/22.jpg)
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
![Page 23: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/23.jpg)
MethodsSample Tercile GroupSample Tercile Group
- The affective profiles of the terciles were compared with one another using One-Way ANOVA (SPSS)
![Page 24: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/24.jpg)
Outline of the PresentationOutline of the Presentation
• Methods• Results and Discussion
• Conclusion
• Introduction
![Page 25: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/25.jpg)
Results & Discussion
Correct Items SolvedCorrect 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)
![Page 26: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/26.jpg)
Results & Discussion
Highest Difficulty Level ReachedHighest 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)
![Page 27: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/27.jpg)
Results & Discussion
Average Duration TimeAverage Duration Time•Above Average Group experienced confusion the least
•Below Average Group experienced confusion the most at (F=5.163; p=0.007)
![Page 28: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/28.jpg)
Results & Discussion
Average Number of StepsAverage 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)
![Page 29: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/29.jpg)
Results & DiscussionFLOWFLOW
• 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
![Page 30: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/30.jpg)
Results & Discussion CONFUSIONCONFUSION
• 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
![Page 31: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/31.jpg)
Results & Discussion
highest occurrence
of boredom
BOREDOMBOREDOM• 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)
![Page 32: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/32.jpg)
Outline of the PresentationOutline of the Presentation
• Methods• Results and Discussion
• Conclusion
• Introduction
![Page 33: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/33.jpg)
ConclusionIs this news?
• 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
![Page 34: The Affective and Learning Profiles of Students when Using an Intelligent Tutoring System for Algebra by: Maria Carminda V. Lagud Ma. Mercedes T. Rodrigo](https://reader036.vdocuments.us/reader036/viewer/2022070401/56649f1f5503460f94c36c3e/html5/thumbnails/34.jpg)
Thank You!