Abstract
Prolonged frustration leads to loss of confidence and eventual disinterest in the learn-ing itself. The modelling of frustration in learning is thus important as it informs on the appropriate time to intervene to sustain the interest and motivation of students. To automatically detect learner’s frustration in a naturalistic learning environment, the novel use of keystrokes, mouse clicks and interaction patterns of students captured within the context of a tutoring system was proposed. The modelling approach was described and a comparison was made between the proposed model using Bayesian Network and the baseline Na?ve Bayes model. With the formulation of an overlapped sliding window mechanism, the granularity of detection was also investigated. The re-sults confirm the hypothesis that a combination of keystrokes, mouse clicks and inter-action logs can be used to accurately distinguish affective states of frustration and non-frustration amongst novice learners of computer programming in a granular fashion.
Highlights
Effective tutoring by an adept teacher is a guided and interactive process where learner’s engagement is constantly monitored to provide remedial feedback for sustained learning engagement [1]
To automatically detect learner’s frustration in a naturalistic learning environment, the novel use of keystrokes, mouse clicks and interaction patterns of students captured within the context of a tutoring system was proposed
The results show that Bayesian Networks can better discriminate the existence of frustration as compared to Naïve Bayes as both AUC and accuracy of Bayesian Networks are higher than that of Naïve Bayes by 32.79% and 32.73% respectively
Summary
Effective tutoring by an adept teacher is a guided and interactive process where learner’s engagement is constantly monitored to provide remedial feedback for sustained learning engagement [1]. Frustration occurs when students are involved in a learning activity that is deemed important but yet the obstacles inherent in the activity cannot be successfully handled [6]. Left unattended, this prolonged frustration will lead to loss of confidence and eventual disinterest in the learning itself. The modelling of frustration is important as it informs on the appropriate time to intervene to sustain the interest and motivation of students who may otherwise lose confidence and become disillusioned with the learning of the subject
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