When off-task is on-task: The affective role of off-task behavior in narrative-centered learning environments

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 6738 LNAI, Issue , 2011, Pages 534-536

  Sabourin, Jennifer ^a   Rowe, Jonathan P ^a   Mott, Bradford W ^a   Lester, James C ^a  

^a North Carolina State University   (United States)

Author keywords

affect; Narrative centered learning environments; off task behavior

Indexed keywords

AFFECT; CRYSTAL ISLANDS; EMPIRICAL STUDIES; LEARNING ENVIRONMENTS; NEGATIVE IMPACTS; OFF-TASK BEHAVIOR; STUDENT LEARNING;

ARTIFICIAL INTELLIGENCE;

STUDENTS;

EID: 79959312350     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/978-3-642-21869-9_93     Document Type: Conference Paper

References (4)

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2. Baker, R.S., D'Mello, S.K., Rodrigo, M.M.T., Graesser, A.C.: Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners' Cognitive-Affective States during Interactions with Three Different Computer-Based Learning Environments. Intl. Journal of Human-Computer Studies. 68(4), 223-241 (2010).
3. Rowe. J., McQuiggan, S., Robison, J., Lester, J.: Off-Task Behavior in Narrative-Centered Learning Environments. In: Proc. of the 14th Intl. Conf. on AI in Education, pp. 99-106 (2009).
4. D'Mello, S., Taylor, R.S., Graesser, A.: Monitoring Affective Trajectories During Complex Learning. In: Proc. of the 29th Annual Meeting of the Cognitive Science Society, pp. 203-208 (2007)