About: Affective Sequences and Student Actions Within Reasoning Mind

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An Entity of Type : schema:ScholarlyArticle, within Data Space : wasabi.inria.fr associated with source document(s)

Attributes	Values
type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
has title	Affective Sequences and Student Actions Within Reasoning Mind
Creator	Baker, Ryan Crossley, Scott Ocumpaugh, Jaclyn Karumbaiah, Shamya Labrum, Matthew
Source	PMC
abstract	Now that the modeling of affective states is beginning to mature, understanding affect dynamics has become an increasingly realistic endeavor. However, the results from empirical studies have not always matched those of theoretical models, which raises questions as to why. In this study, we explore the relationship between affective sequences that have been previously explored in the literature and the activities students may engage in when interacting with Reasoning Mind, a blended learning system for elementary mathematics. The strongest correlations are found for students who shift from engaged concentration to frustration, making fewer actions in the system. While confusion is generally associated with positive patterns, and frustration and boredom have unexpectedly similar implications for student activity.
has issue date	2020-06-09(xsd:dateTime)
bibo:doi	10.1007/978-3-030-52237-7_35
has license	no-cc
sha1sum (hex)	06bb836794ad36af28805266aeaa33d8ff86585b
schema:url	https://doi.org/10.1007/978-3-030-52237-7_35
resource representing a document's title	Affective Sequences and Student Actions Within Reasoning Mind
has PubMed Central identifier	PMC7334159
schema:publication	Artificial Intelligence in Education
resource representing a document's body	covid:06bb836794ad36af28805266aeaa33d8ff86585b#body_text
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