Exploring students’ affective states during learning with external representations

Beate Grawemeyer; Manolis Mavrikis; Claudia Mazziotti; Alice Hansen; Anouschka van Leeuwen; Nikol Rummel

doi:10.1007/978-3-319-61425-0_53

Exploring students’ affective states during learning with external representations

Beate Grawemeyer, Manolis Mavrikis, Claudia Mazziotti, Alice Hansen, Anouschka van Leeuwen, Nikol Rummel

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

1 Citation (Scopus)

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Abstract

We conducted a user study that explored the relationship between students’ usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.

Original language	English
Title of host publication	Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
Publisher	Springer-Verlag London Ltd
Pages	514-518
Number of pages	5
Volume	10331 LNAI
ISBN (Electronic)	978-3-319-61425-0
ISBN (Print)	9783319614243
DOIs	https://doi.org/10.1007/978-3-319-61425-0_53
Publication status	E-pub ahead of print - 23 Jun 2017
Externally published	Yes
Event	18th International Conference on Artificial Intelligence in Education, AIED 2017 - Wuhan, China Duration: 28 Jun 2017 → 1 Jul 2017

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	10331 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	18th International Conference on Artificial Intelligence in Education, AIED 2017
Country/Territory	China
City	Wuhan
Period	28/06/17 → 1/07/17

ASJC Scopus subject areas

Theoretical Computer Science
Computer Science(all)

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10.1007/978-3-319-61425-0_53

AIED-rep-finalAccepted author manuscript, 393 KB

Cite this

Grawemeyer, B., Mavrikis, M., Mazziotti, C., Hansen, A., van Leeuwen, A., & Rummel, N. (2017). Exploring students’ affective states during learning with external representations. In Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings (Vol. 10331 LNAI, pp. 514-518). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10331 LNAI). Springer-Verlag London Ltd. Advance online publication. https://doi.org/10.1007/978-3-319-61425-0_53

Exploring students’ affective states during learning with external representations. / Grawemeyer, Beate; Mavrikis, Manolis; Mazziotti, Claudia et al.
Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI Springer-Verlag London Ltd, 2017. p. 514-518 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10331 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

Grawemeyer, B, Mavrikis, M, Mazziotti, C, Hansen, A, van Leeuwen, A & Rummel, N 2017, Exploring students’ affective states during learning with external representations. in Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. vol. 10331 LNAI, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10331 LNAI, Springer-Verlag London Ltd, pp. 514-518, 18th International Conference on Artificial Intelligence in Education, AIED 2017, Wuhan, China, 28/06/17. https://doi.org/10.1007/978-3-319-61425-0_53

Grawemeyer B, Mavrikis M, Mazziotti C, Hansen A, van Leeuwen A, Rummel N. Exploring students’ affective states during learning with external representations. In Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI. Springer-Verlag London Ltd. 2017. p. 514-518. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). Epub 2017 Jun 23. doi: 10.1007/978-3-319-61425-0_53

Grawemeyer, Beate ; Mavrikis, Manolis ; Mazziotti, Claudia et al. / Exploring students’ affective states during learning with external representations. Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI Springer-Verlag London Ltd, 2017. pp. 514-518 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "We conducted a user study that explored the relationship between students{\textquoteright} usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.",

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Exploring students’ affective states during learning with external representations

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