Prior research established correlations between observable student experiences such as frustration and clickstream data in ASSISTments, enabling experience-variable equity research without demographic data¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The BROMP protocol established correlations between observable student experiences (e.g., frustration) and clickstream data in ASSISTments. → bromp-correlations
Evidence¶
bromp-correlations¶
Zacamy, J., & Roschelle, J. (2022, August). Navigating the tensions: How could equity-relevant research also be agile, open, and scalable? Digital Promise. https://doi.org/10.51388/20.500.12265/159
q1 · i? · associational · r?
The report cites this second-hand finding (Pardos et al., 2014) to argue research teams could address equity while staying within open science commitments by focusing on student experience variables. The report attributes the finding to that study; its design is not described here.
"ASSISTments has been studied with the BROMP protocol (Pardos et al., 2014), which established correlations between observable student experiences (e.g. a student expressing frustration) and clickstream data in the system."
Discussion¶
Related Claims¶
- Including demographic variables as predictors can reduce actionability by de-emphasizing correlated actionable risk factors and by discounting intervention effects — related
- In an IES-funded randomized controlled trial, students with lower prior mathematics achievement gained more from ASSISTments homework support than students with higher prior achievement — related
- EDM methods have enabled real-time inference of a broader range of student attributes, including gaming the system, self-efficacy, off-task behavior, boredom, and frustration — related
- During observed playlist sessions, students were mostly on task and concentrating, though off-task behavior rose when the digital notebook was repeated — related
- Teachers link low motivation and buy-in to middle-school developmental constraints, peer norms, and prior negative experiences with math or i-Ready — related
- Emote-aloud protocols show learner emotions correlate systematically with AutoTutor dialogue features — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bromp-frustration-clickstream-correlations |
title |
Prior research established correlations between observable student experiences such as frustration and clickstream data in ASSISTments, enabling experience-variable equity research without demographic data |
description |
Prior research established correlations between observable student experiences such as frustration and clickstream data in ASSISTments, enabling experience-variable equity research without demographic data |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bromp-correlations |
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