Abstract
Prior research indicates that students often experience negative emotions while using online learning environments, and that most of these negative emotions can have a detrimental impact on their behavior and learning outcomes. We investigate the impact of a particular intervention, namely face-to-face collaboration with a neighboring student, on student boredom and frustration. The data comes from a study with 106 middle school students interacting with a mathematics tutor that provided varying levels of collaboration. Students were randomly assigned to a collaboration or no-collaboration condition. Collaboration was associated with reduced boredom: Students who collaborated more frequently reported increased interest.
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Notes
- 1.
This experiment was run from the other end of the country, which meant we were not able to personally monitor the administration of the tests.
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Arroyo, I., Wixon, N., Allessio, D., Woolf, B., Muldner, K., Burleson, W. (2017). Collaboration Improves Student Interest in Online Tutoring. In: André, E., Baker, R., Hu, X., Rodrigo, M., du Boulay, B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science(), vol 10331. Springer, Cham. https://doi.org/10.1007/978-3-319-61425-0_3
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