Student Behavior in Error-Correction-Tasks and its Relation to Perception of Competence
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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Student Behavior in Error-Correction-Tasks and its Relation to Perception of Competence. / Schnaubert, Lenka; Andrès, Eric; Narciss, Susanne et al.
Towards Ubiquitous Learning: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011. Proceedings. Hrsg. / Carlos Delgado Kloos; Denis Gillet; Raquel M. Crespo Garcia; Fridolin Wild; Martin Wolpers. Springer, 2011. S. 370-383 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Band 6964 LNCS).Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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TY - CHAP
T1 - Student Behavior in Error-Correction-Tasks and its Relation to Perception of Competence
AU - Schnaubert, Lenka
AU - Andrès, Eric
AU - Narciss, Susanne
AU - Eichelmann, Anja
AU - Goguadze, Giorgi
AU - Melis, Erica
N1 - Conference code: 6
PY - 2011
Y1 - 2011
N2 - This paper investigates students' behavioral patterns within web-based multi-trial error-correction-tasks. By analyzing logfiles and considering students' initial perception of competence, we contribute to micro- as well as macro-adaption. We describe and visualize task processing data of 159 students, considering performance as well as attempts to solve a task. Taking preceeding behavior into account, it was possible to identify (maladaptive) behavioral patterns. Furthermore we compare the behavior of students with low vs. high perceptions of competence subsequent to a failure. In line with research regarding the influence of self-concept on performance and motivation, our findings suggest that students with a low perception of competence perform poorer and tend to skip trials more often after a failure, indicating motivational losses. Further research should build upon this study to enhance technology-based learning by designing learning environments and adaption strategies that take student behavior and prerequisites into account.
AB - This paper investigates students' behavioral patterns within web-based multi-trial error-correction-tasks. By analyzing logfiles and considering students' initial perception of competence, we contribute to micro- as well as macro-adaption. We describe and visualize task processing data of 159 students, considering performance as well as attempts to solve a task. Taking preceeding behavior into account, it was possible to identify (maladaptive) behavioral patterns. Furthermore we compare the behavior of students with low vs. high perceptions of competence subsequent to a failure. In line with research regarding the influence of self-concept on performance and motivation, our findings suggest that students with a low perception of competence perform poorer and tend to skip trials more often after a failure, indicating motivational losses. Further research should build upon this study to enhance technology-based learning by designing learning environments and adaption strategies that take student behavior and prerequisites into account.
KW - Mathematics
KW - student modeling
KW - web-based learning
KW - micro-adaption
KW - perception of competence
UR - http://www.scopus.com/inward/record.url?scp=80053094817&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-23985-4_29
DO - 10.1007/978-3-642-23985-4_29
M3 - Article in conference proceedings
SN - 978-3-642-23984-7
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 370
EP - 383
BT - Towards Ubiquitous Learning
A2 - Delgado Kloos, Carlos
A2 - Gillet, Denis
A2 - Crespo Garcia, Raquel M.
A2 - Wild, Fridolin
A2 - Wolpers, Martin
PB - Springer
T2 - 6th European Conference on Technology Enhanced Learning Towards Ubiquitous Learning - EC-TEL 2011
Y2 - 20 September 2011 through 23 September 2011
ER -