Modeling students’ behavioral engagement through different in-class behavior styles
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.1/19383 |
Resumo: | Background The growing necessity of providing better education, notably through the development of Adaptive Learning Systems (ALSs), leveraged the study of several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students’ engagement. Results Over 16 math lessons, the occurrence of students’ and instructors’ behaviors, alongside students’ engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students’ or instructors’ behaviors with the students’ engagement at different in-class periods. The models revealed a positive relation of students’ initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor’s strategies such as giving feedback and moving through class, guiding on-going work. Conclusions The results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students’ guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated. |
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Modeling students’ behavioral engagement through different in-class behavior stylesBehavioral engagementSTEM educationCOPUS protocoAdaptive learning systemsBackground The growing necessity of providing better education, notably through the development of Adaptive Learning Systems (ALSs), leveraged the study of several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students’ engagement. Results Over 16 math lessons, the occurrence of students’ and instructors’ behaviors, alongside students’ engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students’ or instructors’ behaviors with the students’ engagement at different in-class periods. The models revealed a positive relation of students’ initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor’s strategies such as giving feedback and moving through class, guiding on-going work. Conclusions The results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students’ guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated.SpringerSapientiaGomes, SamuelCosta, LuisMartinho, CarlosDias, JoãoXexéo, GeraldoMoura Santos, Ana2023-04-03T12:38:40Z2023-03-112023-04-02T04:17:35Z2023-03-11T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.1/19383engInternational Journal of STEM Education. 2023 Mar 11;10(1):2110.1186/s40594-023-00407-w2196-7822info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-24T10:31:50Zoai:sapientia.ualg.pt:10400.1/19383Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:09:01.764076Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Modeling students’ behavioral engagement through different in-class behavior styles |
title |
Modeling students’ behavioral engagement through different in-class behavior styles |
spellingShingle |
Modeling students’ behavioral engagement through different in-class behavior styles Gomes, Samuel Behavioral engagement STEM education COPUS protoco Adaptive learning systems |
title_short |
Modeling students’ behavioral engagement through different in-class behavior styles |
title_full |
Modeling students’ behavioral engagement through different in-class behavior styles |
title_fullStr |
Modeling students’ behavioral engagement through different in-class behavior styles |
title_full_unstemmed |
Modeling students’ behavioral engagement through different in-class behavior styles |
title_sort |
Modeling students’ behavioral engagement through different in-class behavior styles |
author |
Gomes, Samuel |
author_facet |
Gomes, Samuel Costa, Luis Martinho, Carlos Dias, João Xexéo, Geraldo Moura Santos, Ana |
author_role |
author |
author2 |
Costa, Luis Martinho, Carlos Dias, João Xexéo, Geraldo Moura Santos, Ana |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Sapientia |
dc.contributor.author.fl_str_mv |
Gomes, Samuel Costa, Luis Martinho, Carlos Dias, João Xexéo, Geraldo Moura Santos, Ana |
dc.subject.por.fl_str_mv |
Behavioral engagement STEM education COPUS protoco Adaptive learning systems |
topic |
Behavioral engagement STEM education COPUS protoco Adaptive learning systems |
description |
Background The growing necessity of providing better education, notably through the development of Adaptive Learning Systems (ALSs), leveraged the study of several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students’ engagement. Results Over 16 math lessons, the occurrence of students’ and instructors’ behaviors, alongside students’ engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students’ or instructors’ behaviors with the students’ engagement at different in-class periods. The models revealed a positive relation of students’ initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor’s strategies such as giving feedback and moving through class, guiding on-going work. Conclusions The results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students’ guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-04-03T12:38:40Z 2023-03-11 2023-04-02T04:17:35Z 2023-03-11T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.1/19383 |
url |
http://hdl.handle.net/10400.1/19383 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
International Journal of STEM Education. 2023 Mar 11;10(1):21 10.1186/s40594-023-00407-w 2196-7822 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Springer |
publisher.none.fl_str_mv |
Springer |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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