Faculty Advisor

Baker, Ryan Shaun

Abstract

Research has shown that when presented with an intelligent tutoring system, many students engage in gaming the system -- "exploiting properties in the system rather than by learning the material and trying to use that knowledge to answer correctly [1]. We replicate a study that originally introduced "a system which gives a gaming student supplementary exercises focused on exactly the material the student bypassed by gaming, and which also expresses negative emotion to gaming students through an animated agent" [1]. The purpose was to determine whether if those engaged in gaming would learn less than those who did not. The system has shown to increase the learning in students who have the cognitive tutor over those who do not, and those who game learn less than those who do not.

Publisher

Worcester Polytechnic Institute

Date Accepted

May 2011

Project Type

Interactive Qualifying Project

Accessibility

Unrestricted

Advisor Department

Social Science and Policy Studies

Share

COinS