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Use of Feedback According to Students’ Affective State during Problem Solving

Zhang, Jingjing; Shan, Li; Mavrikis, Manolis; Holmes, Wayne; Ma, Ning and Gao, M (2019). Use of Feedback According to Students’ Affective State during Problem Solving. In: The 9th International Learning Analytics & Knowledge Conference: Innovative problem solving assessment with learning analytics, 4-8 Mar 2019, Tempe, Arizona, USA.

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Abstract

Pattern-finding analytical techniques to improve our understanding of the use of feedback and scaffolding during problem-solving processes have attracted great attention. This study used the lag sequential analysis to unfold the learning patterns according to affective states during students’ problem-solving processes. The results have shown that the significant transitional sequences of learning activities before and after requesting feedback and seeking scaffolding differ between students associated with positive and negative affective states. This study highlights the importance of providing tailored support based on students’ affective states, to further enhance their technology-mediated learning experience.

Item Type: Conference or Workshop Item
Copyright Holders: 2018 The Authors
Extra Information: Held at the 9th International Learning Analytics and Knowledge (LAK) Conference.
Keywords: problem solving; learner support; affective states; learning analytics
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Learning and Teaching Innovation - Academic
Faculty of Wellbeing, Education and Language Studies (WELS)
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Item ID: 58470
Depositing User: Wayne Holmes
Date Deposited: 03 Jan 2019 11:43
Last Modified: 06 Sep 2019 05:45
URI: http://oro.open.ac.uk/id/eprint/58470
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