Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages

Despite the increasing number of studies investigating patterns of learner affective states, it is not yet clear to what degree student affective states vary among learning systems, and whether specific learning systems are associated with characteristic patterns of learner affect. In this chapter,...

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Main Authors: Rodrigo, Ma. Mercedes T, Baker, Ryan S
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Published: Archīum Ateneo 2011
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Online Access:https://archium.ateneo.edu/discs-faculty-pubs/103
https://link.springer.com/chapter/10.1007/978-1-4419-9625-1_14
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spelling ph-ateneo-arc.discs-faculty-pubs-11022020-06-24T05:33:00Z Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages Rodrigo, Ma. Mercedes T Baker, Ryan S Despite the increasing number of studies investigating patterns of learner affective states, it is not yet clear to what degree student affective states vary among learning systems, and whether specific learning systems are associated with characteristic patterns of learner affect. In this chapter, we attempt to shed light on this question by discussing the incidence and persistence of affective states across seven learning environments, studied with an identical observation protocol in high schools in the Philippines. The studies, when taken together, reveal several patterns that transcend learning environment, domain, and population. Engaged concentration was the most common affective state, by a large margin, in all studies run in private schools in the Philippines; confusion was slightly more common than engaged concentration in the two public school studies. Delight was more common in the games than the other environments, but engaged concentration was not more prevalent, somewhat contrary to prior theory. Across all seven learning environments, boredom was persistent. Other negative affective states, such as frustration, were considerably less persistent. Educational games appeared to disrupt frustration more than intelligent tutors. Engaged concentration was persistent in many but not all studies. 2011-01-01T08:00:00Z text https://archium.ateneo.edu/discs-faculty-pubs/103 https://link.springer.com/chapter/10.1007/978-1-4419-9625-1_14 Department of Information Systems & Computer Science Faculty Publications Archīum Ateneo Learning Environment Private School Destination State Pedagogical Agent Educational Game Computer Sciences
institution Ateneo De Manila University
building Ateneo De Manila University Library
country Philippines
collection archium.Ateneo Institutional Repository
topic Learning Environment
Private School
Destination State
Pedagogical Agent
Educational Game
Computer Sciences
spellingShingle Learning Environment
Private School
Destination State
Pedagogical Agent
Educational Game
Computer Sciences
Rodrigo, Ma. Mercedes T
Baker, Ryan S
Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
description Despite the increasing number of studies investigating patterns of learner affective states, it is not yet clear to what degree student affective states vary among learning systems, and whether specific learning systems are associated with characteristic patterns of learner affect. In this chapter, we attempt to shed light on this question by discussing the incidence and persistence of affective states across seven learning environments, studied with an identical observation protocol in high schools in the Philippines. The studies, when taken together, reveal several patterns that transcend learning environment, domain, and population. Engaged concentration was the most common affective state, by a large margin, in all studies run in private schools in the Philippines; confusion was slightly more common than engaged concentration in the two public school studies. Delight was more common in the games than the other environments, but engaged concentration was not more prevalent, somewhat contrary to prior theory. Across all seven learning environments, boredom was persistent. Other negative affective states, such as frustration, were considerably less persistent. Educational games appeared to disrupt frustration more than intelligent tutors. Engaged concentration was persistent in many but not all studies.
format text
author Rodrigo, Ma. Mercedes T
Baker, Ryan S
author_facet Rodrigo, Ma. Mercedes T
Baker, Ryan S
author_sort Rodrigo, Ma. Mercedes T
title Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
title_short Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
title_full Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
title_fullStr Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
title_full_unstemmed Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
title_sort comparing the incidence and persistence of learners’ affect during interactions with different educational software packages
publisher Archīum Ateneo
publishDate 2011
url https://archium.ateneo.edu/discs-faculty-pubs/103
https://link.springer.com/chapter/10.1007/978-1-4419-9625-1_14
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