To view the full text of this article...
Subscribe for faster access!
Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.
Purchase individual articles and papers
Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.
Already have an account?
If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 188.8.131.52.
Taking Student Affective States into Account: the Design and Evaluation of an Affective Strategy in a Critiquing System
Save to My Collections
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 World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 2157-2164). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23305.
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.
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Technology: Its Role in Support of 21st Century Basic Skills
- Teacher’s Self-efficacy and the Integration of Web 2.0 Tool/Applications in K-12 Schools
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.