The Relationships Between Sequences of Affective States and Learner Achievement

The Relationships Between Sequences of Affective States and Learner Achievement

We study the relationships between affective states and sequences and learner achievement using sequential pattern mining techniques. We found, in accordance with prior research, that boredom is an undesirable state that is both persistent and detrimental to learning. We also found that confusion pu...

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Bibliographic Details
Main Authors: Rodriguez, Agustin Martin G, Baker, Ryan S, Nabos, Julieta
Format: text
Published: Archīum Ateneo 2010
Subjects:
boredom
confusion
engaged concentration
student affect
affect sequences
student achievement
Scatterplot tutor
Computer Sciences
Science and Mathematics Education
Online Access:https://archium.ateneo.edu/discs-faculty-pubs/113
http://www.columbia.edu/~rsb2162/ICCE2010-RBN.pdf
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Institution: Ateneo De Manila University
Description
Summary:We study the relationships between affective states and sequences and learner achievement using sequential pattern mining techniques. We found, in accordance with prior research, that boredom is an undesirable state that is both persistent and detrimental to learning. We also found that confusion punctuated with periods of engaged concentration contributes to learning. However, confusion alone has a negative impact on student achievement, possibly indicating that students are stuck. These results shed light on past results finding inconsistent relationships between confusion and learning.

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