Article

Repairing Disengagement With Non-Invasive Interventions

Authors:

Beverly P. WoolfAuthors Info & Claims

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

Pages 195 - 202

Published: 08 June 2007 Publication History

Abstract

We evaluated the impact of a set of interventions to repair students' disengagement while solving geometry problems in a tutoring system. We present a deep analysis of how a tutor can remediate a student's disengagement and motivation with self-monitoring feedback. The analysis consists of a between-subjects analyses on students learning and on students' attitudes towards mathematics and perceptions of the software, and a deeper analysis on students' engagement within the tutor. Results show that the general trend over time is for students to become more disengaged while using a tutor, yet students can be coaxed into reengagement after viewing interventions that promote self-reflection and self-monitoring --a simple open-learner model accompanied by suggestions and encouragement.

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Cited By

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Molenaar IHorvers ADijkstra RBaker RRensing CDrachsler HKovanović VPinkwart NScheffel MVerbert K(2020)Personalized visualizations to promote young learners' SRLProceedings of the Tenth International Conference on Learning Analytics & Knowledge10.1145/3375462.3375465(330-339)Online publication date: 23-Mar-2020
https://dl.acm.org/doi/10.1145/3375462.3375465
Wang RChen LSolheim I(2020)Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning SystemsACM Transactions on Interactive Intelligent Systems10.1145/334119710:3(1-34)Online publication date: 9-Nov-2020
https://dl.acm.org/doi/10.1145/3341197
Molenaar IHorvers ABaker RHsiao SCunningham JMcCarthy KLynch GBrooks CFerguson RHoppe U(2019)Towards Hybrid Human-System RegulationProceedings of the 9th International Conference on Learning Analytics & Knowledge10.1145/3303772.3303780(471-480)Online publication date: 4-Mar-2019
https://dl.acm.org/doi/10.1145/3303772.3303780
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Repairing Disengagement With Non-Invasive Interventions
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Published In

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

June 2007

739 pages

ISBN:9781586037642

Editors:
Rosemary Luckin
London Knowledge Lab, Institute of Education, University of London, UK
,
Kenneth R. Koedinger
Human-Computer Interaction Institute, Carnegie Mellon University, USA
,
Jim Greer
ARIES Laboratory, Department of Computer Science, University of Saskatchewan, Canada

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IOS Press

Netherlands

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Published: 08 June 2007

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Molenaar IHorvers ADijkstra RBaker RRensing CDrachsler HKovanović VPinkwart NScheffel MVerbert K(2020)Personalized visualizations to promote young learners' SRLProceedings of the Tenth International Conference on Learning Analytics & Knowledge10.1145/3375462.3375465(330-339)Online publication date: 23-Mar-2020
https://dl.acm.org/doi/10.1145/3375462.3375465
Wang RChen LSolheim I(2020)Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning SystemsACM Transactions on Interactive Intelligent Systems10.1145/334119710:3(1-34)Online publication date: 9-Nov-2020
https://dl.acm.org/doi/10.1145/3341197
Molenaar IHorvers ABaker RHsiao SCunningham JMcCarthy KLynch GBrooks CFerguson RHoppe U(2019)Towards Hybrid Human-System RegulationProceedings of the 9th International Conference on Learning Analytics & Knowledge10.1145/3303772.3303780(471-480)Online publication date: 4-Mar-2019
https://dl.acm.org/doi/10.1145/3303772.3303780
Sawyer RSmith ARowe JAzevedo RLester JBielikova MHerder ECena FDesmarais M(2017)Enhancing Student Models in Game-based Learning with Facial Expression RecognitionProceedings of the 25th Conference on User Modeling, Adaptation and Personalization10.1145/3079628.3079686(192-201)Online publication date: 9-Jul-2017
https://dl.acm.org/doi/10.1145/3079628.3079686
Hutt SMills CBosch NKrasich KBrockmole JD'Mello SBielikova MHerder ECena FDesmarais M(2017)"Out of the Fr-Eye-ing Pan"Proceedings of the 25th Conference on User Modeling, Adaptation and Personalization10.1145/3079628.3079669(94-103)Online publication date: 9-Jul-2017
https://dl.acm.org/doi/10.1145/3079628.3079669
Ocumpaugh JBaker RSan Pedro MHawn MHeffernan CHeffernan NSlater SWise AWinne PLynch GOchoa XMolenaar IDawson SHatala M(2017)Guidance counselor reports of the ASSISTments college prediction model (ACPM)Proceedings of the Seventh International Learning Analytics & Knowledge Conference10.1145/3027385.3027435(479-488)Online publication date: 13-Mar-2017
https://dl.acm.org/doi/10.1145/3027385.3027435
Miller WBaker RLabrum MPetsche KLiu YWagner ABaron JLynch GMaziarz NBlikstein PMerceron ASiemens G(2015)Automated detection of proactive remediation by teachers in reasoning mind classroomsProceedings of the Fifth International Conference on Learning Analytics And Knowledge10.1145/2723576.2723607(290-294)Online publication date: 16-Mar-2015
https://dl.acm.org/doi/10.1145/2723576.2723607
Schultz SArroyo I(2014)Modeling the Interplay Between Knowledge and Affective Engagement in StudentsInternational Journal of People-Oriented Programming10.4018/IJPOP.20140701033:2(56-74)Online publication date: 1-Jul-2014
https://dl.acm.org/doi/10.4018/IJPOP.2014070103
Vanlehn KBurleson WGirard SChavez-Echeagaray MGonzalez-Sanchez JHidalgo-Pontet YZhang L(2014)The Affective Meta-Tutoring Project12th International Conference on Intelligent Tutoring Systems - Volume 847410.1007/978-3-319-07221-0_11(84-93)Online publication date: 5-Jun-2014
https://dl.acm.org/doi/10.1007/978-3-319-07221-0_11
Forbes-Riley KLitman DLee GGinzburg J(2012)Adapting to multiple affective states in spoken dialogueProceedings of the 13th Annual Meeting of the Special Interest Group on Discourse and Dialogue10.5555/2392800.2392839(217-226)Online publication date: 5-Jul-2012
https://dl.acm.org/doi/10.5555/2392800.2392839
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