Abstract
Off-task behavior is the subject of increasing interest in the AI in Education community. This paper reports on an investigation of the role of off-task behavior in narrative-centered learning environments by examining its interactions with student learning gains and affect. Results from an empirical study of students interacting with the Crystal Island environment indicate that off-task behavior generally has negative impacts on learning. However, further analyses of students’ affective transitions suggest that some students may be using off-task behavior as a strategy to regulate negative emotions.
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© 2011 Springer-Verlag Berlin Heidelberg
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Sabourin, J., Rowe, J.P., Mott, B.W., Lester, J.C. (2011). When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_93
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DOI: https://doi.org/10.1007/978-3-642-21869-9_93
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-21868-2
Online ISBN: 978-3-642-21869-9
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