Skip to main navigation Skip to search Skip to main content

Impact of off-task and gaming behaviour on learning

  • Haig, Ella (PI)
  • Hershkovitz, Arnon (CoI)
  • Baker, Ryan S. J. D. (CoI)

    Project Details

    Description

    The work for this project was initiated at the LearnLab Summer School 2008, Carnegie Mellon, USA. An educational data mining approach was used to examine the effects of off-task behaviour (i.e. engagement with activities unrelated to learning) and gaming behaviour (i.e. taking advantage of the system’s feedback
    and help to succeed without learning the material) on learning.

    Key findings

    Gaming behaviour tends to have immediate harmful impact - off-task behaviour tends to have aggregated harmful impact on learning due to fewer opportunities to practice
    StatusFinished
    Effective start/end date1/07/08 → 31/07/08

    Fingerprint

    Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.
    View full fingerprint
    • 2 Chapter (peer-reviewed)
    • 1 Paper

    • Modeling and studying gaming the system with educational data mining

      Baker, R. S. J. D., Corbett, A. T., Roll, I., Koedinger, K. R., Aleven, V., Cocea, M., Hershkovitz, A., Caravalho, A. M. J. B. D., Mitrovic, A. & Mathews, M., 2013, International handbook of metacognition and learning technologies. Azevedo, R. & Aleven, V. (eds.). New York: Springer, p. 97-115 (Springer international handbooks of education; no. 28).

      Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

    • Educational data mining methods for studying student behaviors minute by minute across an entire school year

      Baker, R., de Carvalho, A., Raspat, J., Aleven, V., Corbett, A., Koedinger, K., Cocea, M. & Hershkovitz, A., 2010, p. 47-48. 2 p.

      Research output: Contribution to conference › Paper › peer-review

    • The impact of off-task and gaming behaviors on learning: immediate or aggregate?

      Cocea, M., Hershkovitz, A. & Baker, R. S. J. D., 2009, Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. Dimitrova, V., Mizoguchi, R., Du Boulay, B. & Graesser, A. (eds.). Amsterdam: IOS Press, p. 507-514 (Frontiers in Artificial Intelligence and Applications).

      Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

      Open Access
      File
      543 Downloads (Pure)