Student behavior in error-correction-tasks and its relation to perception of competence

Schnaubert, Lenka; Andrès, Eric; Narciss, Susanne; Eichelmann, Anja; Goguadze, George; Melis, Erica

Abstract

This paper investigates students' behavioral patterns within web-based multi-trial error-correction-tasks. By analyzing logfiles and considering students' initial perception of competence, we contribute to micro- as well as macro-adaption. We describe and visualize task processing data of 159 students, considering performance as well as attempts to solve a task. Taking preceeding behavior into account, it was possible to identify (maladaptive) behavioral patterns. Furthermore we compare the behavior of students with low vs. high perceptions of competence subsequent to a failure. In line with research regarding the influence of self-concept on performance and motivation, our findings suggest that students with a low perception of competence perform poorer and tend to skip trials more often after a failure, indicating motivational losses. Further research should build upon this study to enhance technology-based learning by designing learning environments and adaption strategies that take student behavior and prerequisites into account. © 2011 Springer-Verlag Berlin Heidelberg.

Citation

Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G., & Melis, E. (2011). Student behavior in error-correction-tasks and its relation to perception of competence. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011, Proceedings (370-383). Springer Verlag. https://doi.org/10.1007/978-3-642-23985-4_29

• Publication Date: Sep 28, 2011
• Deposit Date: Apr 21, 2023
• Publisher: Springer Verlag
• Pages: 370-383
• Series Title: Lecture Notes in Computer Science
• Series Number: 6964
• Book Title: Towards Ubiquitous Learning: 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011, Proceedings
• ISBN: 9783642239847
• DOI: https://doi.org/10.1007/978-3-642-23985-4_29
• Public URL: https://nottingham-repository.worktribe.com/output/19009429
• Publisher URL: https://link.springer.com/chapter/10.1007/978-3-642-23985-4_29