Cited by this article: 236
d Baker, Ryan SJ, et al. "Adapting to when students game an intelligent tutoring system." International Conference on Intelligent Tutoring Systems. Springer, Berlin, Heidelberg, 2006.
Keywords:
What’s the Big Idea: Students exploit properties of the system rather than try and use the educational knowledge to answer correctly. This paper introduces supplemental material that the student bypassed by gaming. Students who receive many supplemental exercises have considerably better learning.
Terms to get familiar with:
Research questions/Hypothesis, methods used in research/conclusions: Gaming can be divided into harmful gaming (steps student knows least and associated with poor learning outcome) and non-harmful gaming (steps student knows and not associated with poor learning outcomes). This paper focuses on harmful gaming. When students try and get around parts of the game, supplemental material was added. This resulted in those students catching up to the rest of the class. Students tend to game harmfully on steps they know least well. Adding the intelligent tutor led to about half the gamers wanting to game. The paper didn’t expand on this.
Research Papers to read from this article:
4: Baker, R.S., Corbett, A.T., Koedinger, K.R. (2004) Detecting Student Misuse of Intelligent Tutoring Systems. Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 531-540.
Questions:
Why can’t gaming be divided into 4 groups, steps student knows (least/most) and learning outcome (poor/good) - make a matrix:
Least/poor = harmful
Most/good = non-harmful
Least/good = most effective
Most/poor = least effective
Investigate why adding an intelligent tutor causes people to lose interest and not want to game.
d Baker, Ryan SJ, et al. "Adapting to when students game an intelligent tutoring system." International Conference on Intelligent Tutoring Systems. Springer, Berlin, Heidelberg, 2006.
Keywords:
What’s the Big Idea: Students exploit properties of the system rather than try and use the educational knowledge to answer correctly. This paper introduces supplemental material that the student bypassed by gaming. Students who receive many supplemental exercises have considerably better learning.
Terms to get familiar with:
Research questions/Hypothesis, methods used in research/conclusions: Gaming can be divided into harmful gaming (steps student knows least and associated with poor learning outcome) and non-harmful gaming (steps student knows and not associated with poor learning outcomes). This paper focuses on harmful gaming. When students try and get around parts of the game, supplemental material was added. This resulted in those students catching up to the rest of the class. Students tend to game harmfully on steps they know least well. Adding the intelligent tutor led to about half the gamers wanting to game. The paper didn’t expand on this.
Research Papers to read from this article:
4: Baker, R.S., Corbett, A.T., Koedinger, K.R. (2004) Detecting Student Misuse of Intelligent Tutoring Systems. Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 531-540.
Questions:
Why can’t gaming be divided into 4 groups, steps student knows (least/most) and learning outcome (poor/good) - make a matrix:
Least/poor = harmful
Most/good = non-harmful
Least/good = most effective
Most/poor = least effective
Investigate why adding an intelligent tutor causes people to lose interest and not want to game.