Exploring students’ affective states during learning with external representations

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.

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Official URL: https://doi.org/10.1007/978-3-319-61425-0_53

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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