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Taking Student Affective States into Account: the Design and Evaluation of an Affective Strategy in a Critiquing System
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, State University of New York at Oswego, United States

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Educational critiquing systems can provide students with individualized feedback on their work. These systems, however, rarely attend to student affective states such as motivation and self-confidence in learning. This paper describes the design and evaluation of an affective strategy in a critiquing system that critiques student Java code. The affective strategy gradually increases the severity of the critiques given to students based on student performance. Results from a pilot study show that the affective strategy had a negative impact on student self-confidence but raised students' interest in using the critiquing system. The study provides initial data on the influence of critique politeness on student learning and gives directions on how to improve affective strategies in critiquing.

Citation

Qiu, L. (2006). Taking Student Affective States into Account: the Design and Evaluation of an Affective Strategy in a Critiquing System. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2157-2164). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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