Affect and Usage Choices in Simulation Problem-Solving Environments

  • Authors:

  • Ma. Mercedes T. Rodrigo;Ryan S. J. d. Baker;Maria C. V. Lagud;Sheryl A. L. Lim;Alexis F. Macapanpan;Sheila A. M. S. Pascua;Jerry Q. Santillano;Leima R. S. Sevilla;Jessica O. Sugay;Sinath Tep;Norma J. B. Viehland

  • Affiliations:

  • Department of Information Systems and Computer Science, Ateneo de Manila University, mrodrigo@ateneo.edu;Learning Sciences Research Institute, University of Nottingham, ryan@educationaldatamining.org;Education Department, Ateneo de Manila University;Department of Information Systems and Computer Science, Ateneo de Manila University, mrodrigo@ateneo.edu;Education Department, Ateneo de Manila University;Education Department, Ateneo de Manila University;Department of Information Systems and Computer Science, Ateneo de Manila University, mrodrigo@ateneo.edu;Education Department, Ateneo de Manila University;Department of Information Systems and Computer Science, Ateneo de Manila University, mrodrigo@ateneo.edu;Department of Information Systems and Computer Science, Ateneo de Manila University, mrodrigo@ateneo.edu;Education Department, Ateneo de Manila University

  • Venue:
  • Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
  • Year:
  • 2007

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Abstract

We investigate the relationship between a student's affect and how he or she chooses to use a simulation problem-solving environment, using quantitative field observations. Within the environment studied, many students were observed gaming the system (cf. Baker et al, 2004), while few students engaged in off-task behavior. We analyze which affective states co-occur with gaming the system, and which affective states precede gaming behavior. Boredom and confusion appear both to precede gaming behavior and to co-occur with gaming behavior; delight and flow are negatively associated with gaming behavior.