During observed playlist sessions, students were mostly on task and concentrating, though off-task behavior rose when the digital notebook was repeated¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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.
q2 i? In three of four observed BROMP sessions, 83–94% of coded behavior and affect was on task and concentrating; in Session 4 only 52% of 128 observations showed on-task behavior. → Li 2019
Evidence¶
Li 2019¶
Li, L., Maher, B., Weiser, G., Orenstein, A., Chow, E., & Atienza, S. (2019). Hero Elementary playlist pilot study in after-school programs. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED608115
q2 · i? · causal · r1
Observational study using the BROMP protocol across four sessions; researchers coded behavior (on task, conversation, off task, undefined) and affect (concentrating, bored, confused, frustrated, undefined). Earlier sessions showed 83–94% on-task, concentrating behavior; Session 4 off-task behavior was attributed to notebook repetition.
"In Session 4, students were far more frequently off task, with only 52% of recorded observations (128 total) showing on-task behavior."
Discussion¶
Related Claims¶
- 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
- Digital notebooks presented technical difficulties with projection and loading during in-school implementation. — related
- Student engagement with the Science Power Notebooks and eBooks dropped significantly after the transition to distance learning — related
- Prior research established correlations between observable student experiences such as frustration and clickstream data in ASSISTments, enabling experience-variable equity research without demographic data — related
- Students were highly engaged in the in-school environment, with engagement increasing over the implementation duration. — a broader claim this one bears on
- Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time — related
- Automated detectors of disengaged behaviors inferred from interaction-log data alone reached AUC over 0.8 for gaming and correlated 0.55 with observed off-task behavior — related
- Digital game loading time caused issues but students had no significant navigation problems once the game loaded. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bromp-observation-mostly-on-task-concentrating |
title |
During observed playlist sessions, students were mostly on task and concentrating, though off-task behavior rose when the digital notebook was repeated |
description |
During observed playlist sessions, students were mostly on task and concentrating, though off-task behavior rose when the digital notebook was repeated |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — li-2019 |
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