Computers and Classroom Culture
Computers and Classroom Culture
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Modeling and understanding students' off-task behavior in intelligent tutoring systems
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Off-Task Behavior in Narrative-Centered Learning Environments
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
The Impact of Off-task and Gaming Behaviors on Learning: Immediate or Aggregate?
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Using learning analytics to assess students' behavior in open-ended programming tasks
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
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We investigate the relationship between a student's time off-task and the amount that he or she learns to see whether or not the relationship between time off-task and learning is a more complex model than the traditional linear model typically studied. The data collected is based off of students' interactions with Cognitive Tutor learning software. Analysis suggested that more complex functions did not fit the data significantly better than a linear function. In addition, there was not evidence that the length of a specific pause matters for predicting learning outcomes; e.g. students who make many short pauses do not appear to learn more or less than students who make a smaller number of long pauses. As such, previous theoretical accounts arguing that off-task behavior primarily reduces learning by reducing the amount of time spent learning remain congruent with the current evidence.