Abstract
The Comprehension Seeding system allows students to respond to an open-ended question using tablet computers; the system provides formative feedback to teachers to facilitate discussion and encourage students to engage in reflective behaviors. Data from a semester-long intervention suggested that few students engaged in this reflective process, leading us to question under what conditions the reflection process does or will occur. Using logistic regression, we investigated different ways the system was used, and what types of usage lead to desired, reflective behavior.
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References
Paiva, F., Glenn, J., Mazidi, K., Talbot, B., Wylie, R., Chi, M., Dutilly, E., Helding, B., Lin, M., Trickett, S., Nielsen, R.: Comprehension SEEDING: Comprehension through Self Explanation, Enhanced Discussion, and INquiry Generation. In: Trausan-Matu, S., Boyer, K.E., Crosby, M., Panourgia, K. (eds.) ITS 2014. LNCS, vol. 8474, pp. 283–293. Springer, Heidelberg (2014)
Landis, J.R., Koch, G.G.: The measurement of observer agreement for categorical data. Biometrics 33(1), 159–174 (1977)
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© 2014 Springer International Publishing Switzerland
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Wylie, R., Helding, B., Talbot, R., Chi, M.T.H., Trickett, S., Nielsen, R.D. (2014). Using Log Data to Predict Response Behaviors in Classroom Discussions. In: Trausan-Matu, S., Boyer, K.E., Crosby, M., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2014. Lecture Notes in Computer Science, vol 8474. Springer, Cham. https://doi.org/10.1007/978-3-319-07221-0_101
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DOI: https://doi.org/10.1007/978-3-319-07221-0_101
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-07220-3
Online ISBN: 978-3-319-07221-0
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