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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(More)
We compare the affect associated with an intelligent tutoring environment , Aplusix, and a simulations problem solving game, The Incredible Machine, to determine whether students experience significantly better affect in an educational game than in an ITS. We find that affect was, on the whole, better in Aplu-six than it was in The Incredible Machine.(More)
We study which observable affective states and behaviors relate to students' achievement within a CS1 programming course. To this end, we use a combination of human observation, midterm test scores, and logs of student interactions with the compiler within an Integrated Development Environment (IDE). We find that confusion, boredom and engagement in(More)
Using a discovery-with-models approach, we study the relationships between novice Java programmers' experiences of confusion and their achievement, as measured through their midterm examination scores. Two coders manually labeled samples of student compilation logs with whether they represent a student who was confused. From the labeled data, we built a(More)
This paper presents results from a preliminary analysis of interaction and human observation data gathered from students using an Aplusix, an intelligent tutoring system for algebra. Towards the development of automatic detectors of behavior and affect, this study tried to determine whether it was possible to identify distinct groups of students based on(More)
We investigated the interplay between confusion and in-game behavior among students using Newton's Playground (NP), a computer game for physics. We gathered data from 48 public high school students in the Philippines. Upon analyzing quantitative field observations and interaction logs generated by NP, we found that confusion among students was negatively(More)
This paper presents some of the challenges encountered by a field research team when deploying an educational game for Physics. These included problems with site infrastructure and institutional support, logistical challenges, compliance with ethics requirements, launch delays, and student inattention or misunderstanding of directions. The paper shares(More)
We attempted to build models of affect of students using SQL-Tutor. Most exhibited states are engaged concentration, confusion and boredom. Though none correlated with achievement, boredom and frustration persisted. Using linear regression, we arrived at a parsimonious model of boredom. Constraint-based tutors (CBT) are distinguished from other ITSs by(More)
A motivationally-aware version of the Ecolab system was developed with the aim of improving the learners' motivation. To gain some insight into the effects of motivational modeling on students' affective states, we observed the affect of 180 students interacting with either Ecolab or M-Ecolab. The affective states considered were based on existing coding(More)
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