Cocea, C. and Hershkovitz, A. and Baker, R.S.J.D. (2009) The impact of off-task and gaming behaviors on learning: immediate or aggregate? In: Dimitrova, V. and Mizoguchi, R. and du Boulay, B. and Graesser, A. (eds.) Artificial Intelligence in Education Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. Frontiers in Artificial Intelligence and Applications 200. Amsterdam, The Netherlands: IOS Press, pp. 507-514. ISBN 9781607500285.Full text not available from this repository.
Both gaming the system (taking advantage of the system's feedback and help to succeed in the tutor without learning the material) and being off-task (engaging in behavior that does not involve the system or the learning task) have been previously shown to be associated with poorer learning. In this paper we investigate two hypotheses about the mechanisms that lead to this reduced learning: (a) less learning within individual steps (immediate harmful impact) and (b) overall learning loss due to fewer opportunities to practice (aggregate harmful impact). We show that gaming tends to have immediate harmful impact while off-task tends to have aggregated harmful impact on learning.
|Item Type:||Book Section|
|School or Research Centre:||Birkbeck Schools and Research Centres > School of Business, Economics & Informatics > Computer Science and Informatics|
|Date Deposited:||21 Feb 2011 11:52|
|Last Modified:||17 Apr 2013 12:20|
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