NDLI: The Affective Experience of Novice Computer Programmers

Content Provider	Springer Nature Link
Author	D’Mello, Sidney Bosch, Nigel
Copyright Year	2015
Abstract	Novice students (N = 99) participated in a lab study in which they learned the fundamentals of computer programming in Python using a self-paced computerized learning environment involving a 25-min scaffolded learning phase and a 10-min unscaffolded fadeout phase. Students provided affect judgments at approximately 100 points (every 15 s) over the course of viewing videos of their faces and computer screens recorded during the learning session. The results indicated that engagement, confusion, frustration, boredom, and curiosity were the most frequent affective states, while anxiety, happiness, anger, surprise, disgust, sadness, and fear were rare. Confusion + frustration and curiosity + engagement were identified as two frequently co-occurring pairs of affective states. An analysis of affect dynamics indicated that there were reciprocal transitions between engagement and confusion, confusion and frustration, and one way transitions between frustration and boredom and boredom and engagement. Considering interaction events in tandem with affect revealed that constructing code was the central activity that preceded and followed each affective state. Further, confusion and frustration followed errors and preceded hint usage, while curiosity and engagement followed reading or coding. An analysis of affect-learning relationships after partialling out control variables (e.g., scholastic aptitude, hint usage) indicated that boredom (r = −.149) and frustration (r = −.218) were negative correlated with learning while transitions between confusion → frustration (r = .103), frustration → confusion (r = .105), and boredom → engagement (r = .282) were positively correlated with learning. Implications of the results to theory on affect incidence and dynamics and on the design of affect-aware learning environments are discussed.
Starting Page	181
Ending Page	206
Page Count	26
File Format	PDF
ISSN	15604292
Journal	International Journal of Artificial Intelligence in Education
Volume Number	27
Issue Number	1
e-ISSN	15604306
Language	English
Publisher	Springer New York
Publisher Date	2015-10-26
Publisher Institution	International AIED Society
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Educational Technology Intelligent tutoring systems User Interfaces and Human Computer Interaction Artificial Intelligence (incl. Robotics) Computers and Education Computer science education Affect
Content Type	Text
Resource Type	Article
Subject	Education Computational Theory and Mathematics E-learning

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
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9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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