2018
DOI: 10.1007/978-3-319-98572-5_18
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Exploring Gamification to Prevent Gaming the System and Help Refusal in Tutoring Systems

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Cited by 14 publications
(6 citation statements)
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“…To ascertain whether there is any lasting effect of the IPA interventions after they are no longer provided, we also look at the overall number of errors, number of correct behaviors, and error correction rates after the second error for each error type. Number of errors 4 and of correct behaviors are complementary because together they give a sense of how much a student tries and succeeds (or fails) to use the two behaviors targeted in the study. Error correction rate shows whether the students can spontaneously fix the errors they make after the second one.…”
Section: Longer-term Effect Of Ipa Interventionsmentioning
confidence: 99%
“…To ascertain whether there is any lasting effect of the IPA interventions after they are no longer provided, we also look at the overall number of errors, number of correct behaviors, and error correction rates after the second error for each error type. Number of errors 4 and of correct behaviors are complementary because together they give a sense of how much a student tries and succeeds (or fails) to use the two behaviors targeted in the study. Error correction rate shows whether the students can spontaneously fix the errors they make after the second one.…”
Section: Longer-term Effect Of Ipa Interventionsmentioning
confidence: 99%
“…O trabalho de [Azevedo et al 2018] trata da detecção e prevenção do comportamento de GTS (try-step e help abuse) e help refusal através de técnicas de gamificação do STI PAT2Math. Os resultados mostram uma redução significativa dos comportamentos indesejados nos ambientes gamificados e/ou parcialmente gamificados, comparados ao sistema sem gamificação.…”
Section: Gaming the System E Trabalhos Relacionadosunclassified
“…Diante disto, vimos a necessidade de realizar uma análise da dinâmica de afetos no contexto brasileiro. Para isso, inicialmente realizamos uma coleta de dados com alunos utilizando PAT2Math, um Sistema Tutor Inteligente (STI) gamificado baseado em passos, que vem auxiliando centenas de alunos no Brasil com o conteúdo de equac ¸ões de primeiro grau [Jaques et al 2013, Azevedo et al 2018, Morais and Jaques 2021. Após, as emoc ¸ões dos alunos foram capturadas através do protocolo EmAP-ML, no qual anotadores humanos treinados codificaram as emoc ¸ões confusão, frustrac ¸ão, tédio e engajamento por meio da análise de vídeos do rosto com áudio e da tela dos alunos [Morais et al 2019].…”
Section: Introduc ¸ãOunclassified