Abstract
It has been found in recent years that many students who use intelligent tutoring systems game the system, attempting to succeed in the educational environment by exploiting properties of the system rather than by learning the material and trying to use that knowledge to answer correctly. In this paper, we introduce a system which gives a gaming student supplementary exercises focused on exactly the material the student bypassed by gaming, and which also expresses negative emotion to gaming students through an animated agent. Students using this system engage in less gaming, and students who receive many supplemental exercises have considerably better learning than is associated with gaming in the control condition or prior studies.
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Baker, R.S.J.d. et al. (2006). Adapting to When Students Game an Intelligent Tutoring System. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303_39
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DOI: https://doi.org/10.1007/11774303_39
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-35159-7
Online ISBN: 978-3-540-35160-3
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