Differences between Intelligent Tutor Lessons, and the Choice to Go Off-Task [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, Jul 1-3, 2009).

Autor/in	Baker, Ryan S. J. d.
Institution	International Working Group on Educational Data Mining
Titel	Differences between Intelligent Tutor Lessons, and the Choice to Go Off-Task [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, Jul 1-3, 2009).
Quelle	(2009), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Data Analysis; Intelligent Tutoring Systems; Student Behavior; Prediction; Differences; Mathematics Instruction; Algebra; High School Students; Grade 9; Grade 10; Secondary School Mathematics; Pennsylvania + Suchen Sie Ihr Suchwort? Auswertung; Intelligentes Tutorsystem; Student behaviour; Schülerverhalten; Vorhersage; Unterscheiden; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Recent research has suggested that differences between intelligent tutor lessons predict a large amount of the variance in the prevalence of gaming the system. Within this paper, we investigate whether such differences also predict how much students choose to go off-task, and if so, which differences predict how much off-task behavior will occur. We utilize an enumeration of the differences between intelligent tutor lessons, the Cognitive Tutor Lesson Variation Space 1.1 (CTLVS1.1), to identify 79 differences between tutor lessons, within 20 lessons from an intelligent tutoring system for Algebra. We utilize a machine-learned detector of off-task behavior to predict 58 students' off-task behavior within that tutor, in each lesson. Surprisingly, the best model predicting off-task behavior from lesson features contains only one feature: lessons that involve equation-solving. We discuss possible explanations for this finding, and further studies that could shed light on this relationship. (Contains 1 figure and 2 tables.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)," see ED539041.] (As Provided).
Anmerkungen	International Working Group on Educational Data Mining. Available from: International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10