TY - GEN
T1 - Relationships Between Math Performance and Human Judgments of Motivational Constructs in an Online Math Tutoring System
AU - Tywoniw, Rurik
AU - Crossley, Scott A.
AU - Ocumpaugh, Jaclyn
AU - Karumbaiah, Shamya
AU - Baker, Ryan
N1 - Funding Information:
This research was supported in part by NSF 1623730. Opinions, conclusions, or recommendations do not necessarily reflect the views of the NSF. We give special thanks to Lucile Petite and Rebecca Wood for their assistance in helping annotate the messages used in this study.
Publisher Copyright:
© 2020, Springer Nature Switzerland AG.
PY - 2020
Y1 - 2020
N2 - This paper explores how early grade school students’ math performance relates to human ratings of students’ affect, identity, and social awareness based on the content of messages to an online tutoring system avatar. There is an expanding body of research which investigates connections between these features and success in mathematics. This study used principle component analysis to identify four components related to motivational constructs. These components were examined using correlations with mathematics performance at three difficulty levels. Data from 572 students were examined, with results indicating little to no links between human judgments of motivational constructs and math performance. These findings have implications for how motivational constructs in math are evaluated and how they can predict mathematics performance.
AB - This paper explores how early grade school students’ math performance relates to human ratings of students’ affect, identity, and social awareness based on the content of messages to an online tutoring system avatar. There is an expanding body of research which investigates connections between these features and success in mathematics. This study used principle component analysis to identify four components related to motivational constructs. These components were examined using correlations with mathematics performance at three difficulty levels. Data from 572 students were examined, with results indicating little to no links between human judgments of motivational constructs and math performance. These findings have implications for how motivational constructs in math are evaluated and how they can predict mathematics performance.
KW - Intelligent tutoring
KW - Motivational constructs
KW - Principle component analysis
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U2 - 10.1007/978-3-030-52240-7_60
DO - 10.1007/978-3-030-52240-7_60
M3 - Conference contribution
AN - SCOPUS:85088564155
SN - 9783030522391
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 329
EP - 333
BT - Artificial Intelligence in Education - 21st International Conference, AIED 2020, Proceedings
A2 - Bittencourt, Ig Ibert
A2 - Cukurova, Mutlu
A2 - Luckin, Rose
A2 - Muldner, Kasia
A2 - Millán, Eva
PB - Springer Netherlands
T2 - 21st International Conference on Artificial Intelligence in Education, AIED 2020
Y2 - 6 July 2020 through 10 July 2020
ER -