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.



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.

Viewing alternatives

Download history

Item Actions



  • Item ORO ID
  • 58470
  • Item Type
  • Conference or Workshop Item
  • Extra Information
  • Held at the 9th International Learning Analytics and Knowledge (LAK) Conference.
  • Keywords
  • problem solving; learner support; affective states; learning analytics
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Copyright Holders
  • © 2018 Jingjing Zhang, © 2018 Ming Gao, © 2018 Manolis Mavrikis, © 2018 Wayne Holmes, © 2018 Ning Ma
  • Related URLs
  • Depositing User
  • Wayne Holmes