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

Mihaela Cocea; A. Hershkovitz; Ryan S. J. D. Baker

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

Mihaela Cocea, A. Hershkovitz, Ryan S. J. D. Baker

School of Computing

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

463 Downloads (Pure)

Abstract

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.

Original language	English
Title of host publication	Proceedings of the 2009 Conference on Artificial Intelligence in Education
Subtitle of host publication	Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Editors	Vania Dimitrova, Riichiro Mizoguchi, Benedict Du Boulay, Art Graesser
Place of Publication	Amsterdam
Publisher	IOS Press
Pages	507-514
ISBN (Electronic)	9781607504467
ISBN (Print)	9781607500285
Publication status	Published - 2009
Event	Proceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling - Duration: 1 Jan 2009 → …

Publication series

Name	Frontiers in Artificial Intelligence and Applications
Publisher	IOS Press

Conference

Conference	Proceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Period	1/01/09 → …

Keywords

Discovery With Models
Educational Data Mining
Gaming The System
Off-Task Behavior

Access to Document

AIED09PSLC.pdfAccepted author manuscript (Post-print), 172 KB

Impact of off-task and gaming behaviour on learning
Haig, E., Hershkovitz, A. & Baker, R. S. J. D.
1/07/08 → 31/07/08
Project: Research

Cite this

Cocea, M., Hershkovitz, A., & Baker, R. S. J. D. (2009). The impact of off-task and gaming behaviors on learning: immediate or aggregate? In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. Graesser (Eds.), Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 507-514). (Frontiers in Artificial Intelligence and Applications). IOS Press.

Cocea, Mihaela ; Hershkovitz, A. ; Baker, Ryan S. J. D. / The impact of off-task and gaming behaviors on learning : immediate or aggregate?. Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. editor / Vania Dimitrova ; Riichiro Mizoguchi ; Benedict Du Boulay ; Art Graesser. Amsterdam : IOS Press, 2009. pp. 507-514 (Frontiers in Artificial Intelligence and Applications).

@inbook{67e5a60962414357966d81cebf29e92c,

title = "The impact of off-task and gaming behaviors on learning: immediate or aggregate?",

abstract = "Both gaming the system (taking advantage of the system{\textquoteright}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.",

keywords = "Discovery With Models, Educational Data Mining, Gaming The System, Off-Task Behavior",

author = "Mihaela Cocea and A. Hershkovitz and Baker, {Ryan S. J. D.}",

year = "2009",

language = "English",

isbn = "9781607500285",

series = "Frontiers in Artificial Intelligence and Applications",

publisher = "IOS Press",

pages = "507--514",

editor = "Vania Dimitrova and Riichiro Mizoguchi and {Du Boulay}, Benedict and Art Graesser",

booktitle = "Proceedings of the 2009 Conference on Artificial Intelligence in Education",

address = "Netherlands",

note = "Proceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling ; Conference date: 01-01-2009",

}

Cocea, M, Hershkovitz, A & Baker, RSJD 2009, The impact of off-task and gaming behaviors on learning: immediate or aggregate? in V Dimitrova, R Mizoguchi, B Du Boulay & A Graesser (eds), Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. Frontiers in Artificial Intelligence and Applications, IOS Press, Amsterdam, pp. 507-514, Proceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling, 1/01/09.

The impact of off-task and gaming behaviors on learning: immediate or aggregate? / Cocea, Mihaela; Hershkovitz, A.; Baker, Ryan S. J. D.
Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. ed. / Vania Dimitrova; Riichiro Mizoguchi; Benedict Du Boulay; Art Graesser. Amsterdam: IOS Press, 2009. p. 507-514 (Frontiers in Artificial Intelligence and Applications).

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

TY - CHAP

T1 - The impact of off-task and gaming behaviors on learning

T2 - Proceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling

AU - Cocea, Mihaela

AU - Hershkovitz, A.

AU - Baker, Ryan S. J. D.

PY - 2009

Y1 - 2009

N2 - 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.

AB - 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.

KW - Discovery With Models

KW - Educational Data Mining

KW - Gaming The System

KW - Off-Task Behavior

M3 - Chapter (peer-reviewed)

SN - 9781607500285

T3 - Frontiers in Artificial Intelligence and Applications

SP - 507

EP - 514

BT - Proceedings of the 2009 Conference on Artificial Intelligence in Education

A2 - Dimitrova, Vania

A2 - Mizoguchi, Riichiro

A2 - Du Boulay, Benedict

A2 - Graesser, Art

PB - IOS Press

CY - Amsterdam

Y2 - 1 January 2009

ER -

Cocea M, Hershkovitz A, Baker RSJD. The impact of off-task and gaming behaviors on learning: immediate or aggregate? In Dimitrova V, Mizoguchi R, Du Boulay B, Graesser A, editors, Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. Amsterdam: IOS Press. 2009. p. 507-514. (Frontiers in Artificial Intelligence and Applications).

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

Abstract

Publication series

Conference

Keywords

Access to Document

Fingerprint

Projects

Impact of off-task and gaming behaviour on learning

Cite this