Abstract
We study wheel-spinning behavior among students using an educational game for physics. We attempted to determine whether students wheel-spin, and to build a wheel-spinning detector. We found that about 30 to 40 % of students are unable to successfully complete a level when attempting it 8 times or more, or when working on it for more than 160 s. We also found that past performance is predictive of wheel-spinning, and that persistence increases both the likelihood of success and of wheel-spinning. Finally, we found that wheel-spinning in this context is different from wheel-spinning exhibited in prior work in that it is relatively easy to detect and does not suffer from cold starts.
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Acknowledgements
We thank the Ateneo de Manila University, the Ateneo Laboratory for the Learning Sciences, Ryan S. Baker, Valerie Shute, Matthew Ventura, Matthew Small, Jaclyn Ocumpaugh, Jessica Sugay, Michelle Banawan, Yancy Vance Paredes, and Nicko Regino Caluya. We also thank the Department of Science and Technology’s (DOST) Philippine Council for Industry, Energy, and Emerging Technology Research and Development for the grant entitled “Stealth assessment of student conscientiousness, cognitive-affective states, and learning using an educational game for Physics.”
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Palaoag, T.D., Rodrigo, M.M.T., Andres, J.M.L., Andres, J.M.A.L., Beck, J.E. (2016). Wheel-Spinning in a Game-Based Learning Environment for Physics. In: Micarelli, A., Stamper, J., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2016. Lecture Notes in Computer Science(), vol 9684. Springer, Cham. https://doi.org/10.1007/978-3-319-39583-8_23
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DOI: https://doi.org/10.1007/978-3-319-39583-8_23
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