Affect and usage choices in simulation problem solving environments
We investigate the relationship between a student’s affect and how he or she chooses to use a simulation problem-solving environment, using quantitative field observations. Within the environment studied, many students were observed gaming the system (cf. Baker et al, 2004), while few students engaged in off-task behavior. We analyze which affective states co-occur with gaming the system, and which affective states precede gaming behavior. Boredom and confusion appear both to precede gaming behavior and to cooccur with gaming behavior; delight and flow are negatively associated with gaming behavior.
Rodrigo, M. M. T., Baker, R. S., Lagud, M. C., Lim, S. A. L., Macapanpan, A. F., Pascua, S. A. M. S., ... & Viehland, N. J. (2007). Affect and usage choices in simulation problem solving environments. Frontiers in Artificial Intelligence and Applications, 158, 145.