Problem behavior in school.

Eaton, Merrill T.; D'Amico, Louis A.; Phillips, Beeman N.

doi:10.1037/h0045686

Cited by 6 publications

(2 citation statements)

References 5 publications

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“…Eaton et al 1956). Within the context of educational software, the disengaged behavior of carelessness has not been heavily studied compared to other student behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…Eaton et al 1956), and recent evidence that it is associated with the failure to attend college (San Pedro et al 2013), has been relatively lightly studied in education. There have been three paradigms for studying carelessness among learners: analyzing error patterns using heuristics, self-report measures, and analyzing error patterns using data mining.…”

Section: Carelessnessmentioning

confidence: 99%

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Carelessness and Affect in an Intelligent Tutoring System for Mathematics

Pedro

Baker

Rodrigo

2014

Int J Artif Intell Educ

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We investigate the relationship between students' affect and their frequency of careless errors while using an Intelligent Tutoring System for middle school mathematics. A student is said to have committed a careless error when the student's answer is wrong despite knowing the skill required to provide the correct answer. We operationalize the probability that an error is careless through the use of an automated detector, developed using educational data mining, which infers the probability that an error involves carelessness rather than not knowing the relevant skill. This detector is then applied to log data produced by high-school students in the Philippines using a Cognitive Tutor for scatterplots. We study the relationship between carelessness and affect, triangulating between the detector of carelessness and field observations of affect. Surprisingly, we find that carelessness is common among students who frequently experience engaged concentration. This finding implies that a highly engaged student may paradoxically become overconfident or impulsive, leading to more careless errors. In contrast, students displaying confusion or boredom make fewer careless errors. Further analysis over time suggests that confused and bored students have lower learning overall. Thus, their mistakes appear to stem from a genuine lack of knowledge rather than carelessness.

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“…Eaton et al 1956). Within the context of educational software, the disengaged behavior of carelessness has not been heavily studied compared to other student behaviors.…”

Section: Discussionmentioning

confidence: 99%

Section: Carelessnessmentioning

confidence: 99%