Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Affect and Usage Choices in Simulation Problem-Solving Environments
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Exploring the relationship between novice programmer confusion and achievement
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
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We investigate whether high-performing students' experience of affect (boredom, confusion, delight, flow, frustration, neutrality and surprise) is different from that of low-performing students while using Aplusix, an ITS for Algebra. We found that students with the highest number of correct answers experienced flow the most while students with the lowest number of correct answers experienced confusion and boredom the most. Students who attempted the most difficult problems experienced flow the most while students who tried the lowest levels experienced more boredom and confusion. Students who took the longest time in solving the algebra problems experienced confusion the most while students who took the shortest time experienced confusion the least. Students who used the most number of steps to solve a problem experienced confusion and boredom the most. Students who used the least number of steps experienced more flow.