NDLI: Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomes

Please wait, while we are loading the content...

Learning analytics as a "middle space"

Addressing learner issues with StepUp!: an evaluation

Considering formal assessment in learning analytics within a PLE: the HOU2LEARN case

Analysis of collaborative writing processes using revision maps and probabilistic topic models

Analyzing the flow of ideas and profiles of contributors in an open learning community

Towards the development of multimodal action based assessment

Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomes

What can we learn from Facebook activity?: using social learning analytics to observe new media literacy skills

Interpreting data mining results with linked data for learning analytics: motivation, case study and directions

Deconstructing disengagement: analyzing learner subpopulations in massive open online courses

What different kinds of stratification can reveal about the generalizability of data-mined skill assessment models

STEMscopes: contextualizing learning analytics in a K-12 science curriculum

Issues, challenges, and lessons learned when scaling up a learning analytics intervention

From micro to macro: analyzing activity in the ROLE Sandbox

GradeCraft: what can we learn from a game-inspired learning management system?

Crafting transformative strategies for personalized learning/analytics

DCLA13: $1^{st}$ International Workshop on Discourse-Centric Learning Analytics

Multidisciplinarity vs. Multivocality, the case of "learning analytics"

Live interest meter: learning from quantified feedback in mass lectures

Visualizing social learning ties by type and topic: rationale and concept demonstrator

Learning analytics for online discussions: a pedagogical model for intervention with embedded and extracted analytics

Epistemology, pedagogy, assessment and learning analytics

Multimodal learning analytics

An eye-tracking study of notational, informational, and emotional aspects of learning analytics representations

Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment

Nanogenetic learning analytics: illuminating student learning pathways in an online fraction game

The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact

Assessing students' performance using the learning analytics enriched rubrics

Supporting action research with learning analytics

An evaluation of policy frameworks for addressing ethical considerations in learning analytics

Analytics of collaborative planning in Metafora: architecture, data, and analytic methods

System for assessing classroom attention

Educational data scientists: a scarce breed

Analytics on video-based learning

Understanding promotions in a case study of student blogging

An evaluation of learning analytics to identify exploratory dialogue in online discussions

Toward collaboration sensing: applying network analysis techniques to collaborative eye-tracking data

Open academic analytics initiative: initial research findings

MOOCs and the funnel of participation

Model-driven assessment of learners in open-ended learning environments

A case study inside virtual worlds: use of analytics for immersive spaces

Aggregating social and usage datasets for learning analytics: data-oriented challenges

Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure

Learning object analytics for collections, repositories & federations

Inferring higher level learning information from low level data for the Khan Academy platform

Formative assessment and learning analytics

Second International Workshop on Teaching Analytics

Affective states and state tests: investigating how affect throughout the school year predicts end of year learning outcomes

Content Provider	ACM Digital Library
Author	Gowda, Supreeth M. Gowda, Sujith M. Baker, Ryan S. J. D. Pardos, Zachary A. San Pedro, Maria O. C. Z.
Abstract	In this paper, we investigate the correspondence between student affect in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year, on a high-stakes mathematics exam. The relationships between affect and learning outcomes have been previously studied, but not in a manner that is both longitudinal and finer-grained. Affect detectors are used to estimate student affective states based on post-hoc analysis of tutor log-data. For every student action in the tutor the detectors give us an estimated probability that the student is in a state of boredom, engaged concentration, confusion, and frustration, and estimates of the probability that they are exhibiting off-task or gaming behaviors. We ran the detectors on two years of log-data from 8th grade student use of the ASSISTments math tutoring system and collected corresponding end of year, high stakes, state math test scores for the 1,393 students in our cohort. By correlating these data sources, we find that boredom during problem solving is negatively correlated with performance, as expected; however, boredom is positively correlated with performance when exhibited during scaffolded tutoring. A similar pattern is unexpectedly seen for confusion. Engaged concentration and frustration are both associated with positive learning outcomes, surprisingly in the case of frustration.
Starting Page	117
Ending Page	124
Page Count	8
File Format	PDF
ISBN	9781450317856
DOI	10.1145/2460296.2460320
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2013-04-08
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	High stakes tests Tutoring Detectors Prediction Boredom Confusion Data mining Affect
Content Type	Text
Resource Type	Article

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in