Grawemeyer, Beate and Mavrikis, M. and Mazziotti, C. and Hansen, A. and van Leeuwen, A. and Rummel, N. (2017) Exploring students’ affective states during learning with external representations. In: André, E. and Baker, R. and Hu, X. and Rodrigo, M.T. and du Boulay, B. (eds.) Artificial Intelligence in Education. Lecture Notes in Computer Science 10331 10331. Springer, pp. 514-518. ISBN 9783319614250.
Abstract
We conducted a user study that explored the relationship between students’ usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.
Metadata
| Item Type: | Book Section |
|---|---|
| Additional Information: | 18th International Conference, AIED 2017, Wuhan, China, June 28 – July 1, 2017, Proceedings |
| School: | Other Divisions > Other |
| Research Centres and Institutes: | Birkbeck Knowledge Lab |
| Depositing User: | Administrator |
| Date Deposited: | 04 Sep 2017 13:54 |
| Last Modified: | 04 Sep 2017 13:54 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/19425 |
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