1 / 13

Help seeking model

Help seeking model. By: Geraldine Clarebout (Univ of Leuven, Belgium) Nik Nailah Binti Abdullah (National Institute of Informatics, Japan) Track : DataMining. Help Seeking Model. What is it? Describes student’s ideal help seeking behavior. It determines

amber-drake
Télécharger la présentation

Help seeking model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Help seeking model By: Geraldine Clarebout (Univ of Leuven, Belgium) Nik Nailah Binti Abdullah (National Institute of Informatics, Japan) Track: DataMining

  2. Help Seeking Model • What is it? • Describes student’s ideal help seeking behavior. It determines • what type of action the students should ideally perform • The number of steps of actions so far on the step • The number of time students spends answering

  3. Help Seeking Model We are here!

  4. Research question • Do different patterns in “help seeking” correlate with student’s attitudes about the cognitive tutor? • We think so, what do you think?

  5. Method • Data from Ryan S. Baker PhD. • Environment • Geometry scatter plot.

  6. The Analysis • Learning to work with Excel, Pivot Table. • Building rules. • Try step abuse 1) Too fast (VARTF) If “not first attempt” = 1, AND time <.10, AND if answer = 0; then too fast If “not first attempt” = 0; And if time <.7, And if answer = 0; then too fast 2)Guess quickly If probability >.80, and if time <.7, and if answer =1, (then guessing)) => VARguess If errors >2 then help is need, if help requested = 0, ; and if answer=1) then guessing =>VARguess2 (answer can be right or wrong when guessing; but we only see it as a problem for guessing when the answer is correct, because then a student can think he actually knows the problem; but he doesn’t necessarily)

  7. Results • Correlations

  8. Results • Descriptives

  9. Results • For each of the variables (i.e.,VARTF) • We divided student into two groups: high or low scores on VARTF,VARguess,VARguess2 median split. • We defined 9 groups based on this 3 variables. • E.g., high on the 3 variables or high on 1 variable and low on 1 variable.

  10. Results Fig 2. Histogram showing the patterns of the VAR with the count of hi/low.

  11. Results • Correlation with the attitude data? • Remains mystery….

  12. Conclusion and perspectives • 18% try step abuse. • 17.5% for high on guessing and low on the other ones. • 17.5% high for too fast and high on guess2 and low on guess. • 14.4% low on all of the variables.

  13. Conclusion and perspectives • The % does not explain why students has the tendency to try step abuse. • What is the relationship of try step abuse with the other help seeking factors? • What is the relationship with student’s attitude?

More Related