Abstract
Student engagement indicators, such as behavior and affective states, are known to impact learning. This study uses an established quantitative field observation method to evaluate engagement during students’ use of a new version of an online learning system (Reasoning Mind’s Genie 3). Improvements to Genie 3’s design intended to increase engagement include: using virtual small-group tutoring environment, separating text and speech, and using indicators to focus students’ attention. In this study, Genie 3 classrooms outperformed a traditional classroom on key indicators of engagement, including time on-task, engaged concentration, and boredom. These results have important implications for further improvements to Reasoning Mind, for the design of other online learning systems, and for general pedagogical practices.
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Mulqueeny, K., Mingle, L.A., Kostyuk, V., Baker, R.S., Ocumpaugh, J. (2015). Improving Engagement in an E-Learning Environment. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_103
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DOI: https://doi.org/10.1007/978-3-319-19773-9_103
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