Suggesting the SPP at detected boredom did not change its use: students were almost never bored, so SPP use was not reliably different between conditions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an experiment where the tutor suggested the SPP upon detecting deactivating negative affect, students self-reported almost never being bored, so the tutor almost never made suggestions and total SPP use did not reliably differ between experimental and control groups. → Arroyo 2014

Evidence¶

Arroyo 2014¶

Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., & Tai, M. (2014). A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect. Int J Artif Intell Educ 24:387–426. https://doi.org/10.1007/s40593-014-0023-y

q2 · i? · causal · r1

Experimental evaluation of the SPP as a metacognitive intervention with an affective cross-over purpose: the experimental condition received SPP suggestions at detected boredom while controls had the same page available via a button. The article reports "the total amount of use of the SPP was not reliably different" between groups; equivalence was not tested.

"students were almost never bored in this experiment, so Wayang almost never suggested that they use the SPP . As a result, the total amount of use of the SPP was not reliably different between the experimental and control groups of students."

Discussion¶

Related Claims¶

• Participants rated frustrated and bored instructors higher on negative than positive emotion scales, with the frustrated effect stronger when the agent was on screen — related
• Emotions measured early in the semester longitudinally predict cumulative grades and exam scores, with negative deactivating emotions (hopelessness, boredom) showing stronger coefficients than activating negative emotions — related
• Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of these motivational variables — related