Analyzing student action sequences and affect while playing physics playground

Juan Miguel L. Andres, Ma Mercedes T. Rodrigo, Ryan S. Baker, Luc Paquette, Valerie J. Shute, Matthew Ventura

Research output: Contribution to journalConference articlepeer-review

Abstract

Physics Playground is an educational game that supports physics learning. It accepts multiple solutions to most problems and does not impose a stepwise progression through the content. Assessing student performance in an open-ended environment such as this is therefore challenging. This study investigates the relationships between student action sequences and affect among students using Physics Playground. The study identified most frequently traversed student action sequences and investigated whether these sequences were indicative of either boredom or confusion. The study found that boredom relates to poor performance outcomes, and confusion relates to sub-optimal performance, as evidenced by the significant correlations between the respective affective states, and the student action sequences.

Original languageEnglish (US)
JournalCEUR Workshop Proceedings
Volume1446
StatePublished - Jan 1 2015
Externally publishedYes
Event8th International Conference on Educational Data Mining, EDM 2015 - Madrid, Spain
Duration: Jun 26 2015Jun 29 2015

Keywords

  • Action sequences
  • Affect modeling
  • Boredom
  • Confusion
  • Physics Playground

ASJC Scopus subject areas

  • Computer Science(all)

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