Poster #64 - The Influence of Affect in Help-Seeking Behaviors and Performance in an Intelligent Tutoring System

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-9 - Motivation and Self-Regulation in Educational Technology Contexts

Abstract

This study investigates the association between help-seeking behaviors (Hints, Hints per Step, Hints with Steps Requests, and Hint to Error), affect (Boredom, Confusion, Frustration, Happiness, and Engagement), and performance in seventh and eighth-grade students using the Cognitive Tutor Bridge to Algebra as a self-regulated learning environment. Analyses focused on correlations between students’ help-seeking behaviors and their affect in units 4 and 14. Affect was also used to predict help-seeking behaviors in next units (i.e., 5 and 15). Moreover, we examined how associations between help-seeking behaviors and performance differed as a function of affect. A pattern emerged where Boredom increased tendency toward help seeking, while Frustration led to help avoidance.

Authors

• Ana Paula Santos Loures-Elias, University of Nevada - Las Vegas

• Kathleen Bradshaw, University of Nevada - Las Vegas

• Matthew L. Bernacki, University of North Carolina Chapel Hill