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
Introduction
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
However!
• Old ITSs only considered cognition, not
emotion
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
Introduction
Affect
• 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
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
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
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)
Results & Discussion
FLOW
• Highest scoring group
highest
• Group that tried highest levels
occurrence
• Group that took the least number of
of flow
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.)
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
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
Conclusion
Is 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
Thank You! 