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

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

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

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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 languageEnglish
Title of host publicationProceedings of the 2009 conference on Artificial Intelligence in Education
Subtitle of host publicationbuilding learning systems that care: from knowledge representation to affective modelling
EditorsVania Dimitrova, Riichiro Mizoguchi, Benedict Du Boulay, Art Graesser
Place of PublicationAmsterdam
PublisherIOS Press
Pages507-514
ISBN (Electronic)9781607504467
ISBN (Print)9781607500285
Publication statusPublished - 2009
EventProceeding 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

NameFrontiers in Artificial Intelligence and Applications
PublisherIOS Press

Conference

ConferenceProceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Period1/01/09 → …

Keywords

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

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