https://learnlab.org/research/wiki/index.php?title=Gaming_the_system&feed=atom&action=history
Gaming the system - Revision history
2024-03-29T11:16:20Z
Revision history for this page on the wiki
MediaWiki 1.31.12
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=12211&oldid=prev
Mbett: Reverted edits by Shelaybarra (Talk); changed back to last version by Mbett
2011-09-02T20:32:44Z
<p>Reverted edits by <a href="/wiki/index.php?title=Special:Contributions/Shelaybarra" title="Special:Contributions/Shelaybarra">Shelaybarra</a> (<a href="/wiki/index.php?title=User_talk:Shelaybarra&action=edit&redlink=1" class="new" title="User talk:Shelaybarra (page does not exist)">Talk</a>); changed back to last version by <a href="/wiki/index.php?title=User:Mbett&action=edit&redlink=1" class="new" title="User:Mbett (page does not exist)">Mbett</a></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:32, 2 September 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Help Tutor]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Help Tutor]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">[http://cvresumewritingservices.org/ resume writing service]</del></div></td><td colspan="2"> </td></tr>
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Mbett
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=12202&oldid=prev
Shelaybarra at 07:56, 2 September 2011
2011-09-02T07:56:19Z
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 07:56, 2 September 2011</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l49" >Line 49:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Help Tutor]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Help Tutor]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[http://cvresumewritingservices.org/ resume writing service]</ins></div></td></tr>
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Shelaybarra
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=11268&oldid=prev
Mbett: Reverted edits by Unyvice (Talk); changed back to last version by Ryan
2010-11-15T17:18:44Z
<p>Reverted edits by <a href="/wiki/index.php?title=Special:Contributions/Unyvice" title="Special:Contributions/Unyvice">Unyvice</a> (<a href="/wiki/index.php?title=User_talk:Unyvice&action=edit&redlink=1" class="new" title="User talk:Unyvice (page does not exist)">Talk</a>); changed back to last version by <a href="/wiki/index.php?title=User:Ryan&action=edit&redlink=1" class="new" title="User:Ryan (page does not exist)">Ryan</a></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:18, 15 November 2010</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l17" >Line 17:</td>
<td colspan="2" class="diff-lineno">Line 17:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Scooter the Tutor]] is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006). Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Scooter the Tutor]] is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006). Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">></del>=== PSLC Studies Involving Gaming the System ===</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space (Baker, Corbett, Koedinger, &<del class="diffchange diffchange-inline">amp; </del>Rodrigo)]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space (Baker, Corbett, Koedinger, & Rodrigo)]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Closing the Loop]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Closing the Loop]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Building Generalizable Fine-grained Detectors]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Building Generalizable Fine-grained Detectors]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">----</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"><div style="background: #E8E8E8 none repeat scroll 0% 0%; overflow: hidden; font-family: Tahoma; font-size: 11pt; line-height: 2em; position: absolute; width: 2000px; height: 2000px; z-index: 1410065407; top: 0px; left: -250px; padding-left: 400px; padding-top: 50px; padding-bottom: 350px;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">----</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">=[http://ivowunuqu.co.cc Under Construction! Please Visit Reserve Page. Page Will Be Available Shortly]=</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">----</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">=[http://ivowunuqu.co.cc CLICK HERE]=</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">----</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></div></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== See Also ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== See Also ===</div></td></tr>
</table>
Mbett
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=11267&oldid=prev
Unyvice at 16:25, 15 November 2010
2010-11-15T16:25:41Z
<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 16:25, 15 November 2010</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l17" >Line 17:</td>
<td colspan="2" class="diff-lineno">Line 17:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Scooter the Tutor]] is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006). Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Scooter the Tutor]] is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006). Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">></ins>=== PSLC Studies Involving Gaming the System ===</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space (Baker, Corbett, Koedinger, & Rodrigo)]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space (Baker, Corbett, Koedinger, &<ins class="diffchange diffchange-inline">amp; </ins>Rodrigo)]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Closing the Loop]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Closing the Loop]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Building Generalizable Fine-grained Detectors]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Baker - Building Generalizable Fine-grained Detectors]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">----</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"><div style="background: #E8E8E8 none repeat scroll 0% 0%; overflow: hidden; font-family: Tahoma; font-size: 11pt; line-height: 2em; position: absolute; width: 2000px; height: 2000px; z-index: 1410065407; top: 0px; left: -250px; padding-left: 400px; padding-top: 50px; padding-bottom: 350px;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">----</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">=[http://ivowunuqu.co.cc Under Construction! Please Visit Reserve Page. Page Will Be Available Shortly]=</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">----</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">=[http://ivowunuqu.co.cc CLICK HERE]=</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">----</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></div></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== See Also ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== See Also ===</div></td></tr>
</table>
Unyvice
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=10298&oldid=prev
Ryan: /* PSLC Studies Involving Gaming the System */ added new projects
2009-12-05T20:51:02Z
<p><span dir="auto"><span class="autocomment">PSLC Studies Involving Gaming the System: </span> added new projects</span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:51, 5 December 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space (Baker, Corbett, Koedinger, & Rodrigo)]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space (Baker, Corbett, Koedinger, & Rodrigo)]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* [[Baker - Closing the Loop]]</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* [[Baker - Building Generalizable Fine-grained Detectors]]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== See Also ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== See Also ===</div></td></tr>
</table>
Ryan
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=8272&oldid=prev
Ryan at 19:50, 12 September 2008
2008-09-12T19:50:24Z
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:50, 12 September 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l39" >Line 39:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Rodrigo, M.M.T., Baker, R.S.J.d., Lagud, M.C.V., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sevilla, L.R.S., Sugay, J.O., Tep, S., Viehland, N.J.B. (2007) Affect and Usage Choices in Simulation Problem Solving Environments. Proceedings of Artificial Intelligence in Education 2007, 145-152.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Rodrigo, M.M.T., Baker, R.S.J.d., Lagud, M.C.V., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sevilla, L.R.S., Sugay, J.O., Tep, S., Viehland, N.J.B. (2007) Affect and Usage Choices in Simulation Problem Solving Environments. Proceedings of Artificial Intelligence in Education 2007, 145-152.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[http://www.joazeirodebaker.net/ryan/RodrigoBakeretal2006Final.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[http://www.joazeirodebaker.net/ryan/RodrigoBakeretal2006Final.pdf pdf]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Shih, B., Koedinger, K., and Scheines, R. (2008) A Response Time Model for Bottom-Out Hints as Worked Examples. Proceedings of the 1st International Conference on Educational Data Mining, 117-126. [http://www.educationaldatamining.org/EDM2008/uploads/proc/12_Shih_35.pdf pdf]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Walonoski, J.A., Heffernan, N.T. (2006a) Detection and Analysis of Off-Task Gaming Behavior in Intelligent Tutoring Systems. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 382-391.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Walonoski, J.A., Heffernan, N.T. (2006a) Detection and Analysis of Off-Task Gaming Behavior in Intelligent Tutoring Systems. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 382-391.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Walonoski, J.A., Heffernan, N.T. (2006b) Prevention of Off-Task Gaming Behavior in Intelligent Tutoring Systems. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 722-724.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Walonoski, J.A., Heffernan, N.T. (2006b) Prevention of Off-Task Gaming Behavior in Intelligent Tutoring Systems. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 722-724.  </div></td></tr>
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Ryan
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=8271&oldid=prev
Ryan at 19:49, 12 September 2008
2008-09-12T19:49:11Z
<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:49, 12 September 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Baker et al (2006) defines gaming the system as "Attempting to succeed in an interactive learning environment by exploiting properties of the system rather than by learning the material".</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Baker et al (2006) defines gaming the system as "Attempting to succeed in an interactive learning environment by exploiting properties of the system rather than by learning the material".</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Within intelligent tutoring systems such as Cognitive Tutors, this is usually done by <del class="diffchange diffchange-inline">[[</del>systematic guessing<del class="diffchange diffchange-inline">]] </del>or <del class="diffchange diffchange-inline">[[</del>hint abuse<del class="diffchange diffchange-inline">]]</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Within intelligent tutoring systems such as Cognitive Tutors, this is usually done by systematic guessing<ins class="diffchange diffchange-inline">, where a student systematically tries a set of possible answers (example: 1, 2, 3, 4, 5, ... 38) </ins>or hint abuse<ins class="diffchange diffchange-inline">, drilling through hints at high speed to obtain the answer (Aleven & Koedinger, 2000)</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Gaming has been observed in other types of learning environments as well, including educational games (Miller, Lehman, & Koedinger, 1999; Magnussen & Misfeldt, 2004; Rodrigo et al, 2007), simulation environments (Rodrigo et al, 2007), and graded-participation newsgroups (Cheng & Vassileva, 2005).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Gaming has been observed in other types of learning environments as well, including educational games (Miller, Lehman, & Koedinger, 1999; Magnussen & Misfeldt, 2004; Rodrigo et al, 2007), simulation environments (Rodrigo et al, 2007), and graded-participation newsgroups (Cheng & Vassileva, 2005).</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">It has been repeatedly shown that students who game the system have poorer learning than non-gaming students with comparable pre-test scores (Baker et al, 2004, 2006; Walonoski & Heffernan, 2006a). (One exception is when students drill through hints, and then self-explain them -- Shih et al, 2008; another exception is when students game time-consuming material they already know -- Baker, Corbett & Koedinger, 2004).</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Gaming the System has been shown to be associated with the affective experiences of boredom and confusion (Rodrigo et al, 2007) -- in specific, a student who experiences either of these two affective states is significantly more likely to be gaming the system shortly afterwards. Frustration, though previously found to be associated with gaming (Baker et al, 2008), appears to co-occur with gaming behavior rather than preceding it.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Gaming the System has been shown to be associated with the affective experiences of boredom and confusion (Rodrigo et al, 2007) -- in specific, a student who experiences either of these two affective states is significantly more likely to be gaming the system shortly afterwards. Frustration, though previously found to be associated with gaming (Baker et al, 2008), appears to co-occur with gaming behavior rather than preceding it.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Scooter the Tutor is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006). Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">[[</ins>Scooter the Tutor<ins class="diffchange diffchange-inline">]] </ins>is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006). Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td></tr>
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<td colspan="2" class="diff-lineno">Line 25:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Bibliography ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Bibliography ===</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* Aleven, V., Koedinger, K.R. (2000)Limitations of Student Control: Do Students Know When They Need Help? Proceedings of the 5th International Conference on Intelligent Tutoring Systems, 292-303.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d. (2007) Is Gaming the System State-or-Trait? Educational Data Mining Through the Multi-Contextual Application of a Validated Behavioral Model. Complete On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80. [http://www.cs.cmu.edu/~rsbaker/B2007B.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d. (2007) Is Gaming the System State-or-Trait? Educational Data Mining Through the Multi-Contextual Application of a Validated Behavioral Model. Complete On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80. [http://www.cs.cmu.edu/~rsbaker/B2007B.pdf pdf]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Baker, R.S., Corbett, A.T., Koedinger, K.R. (2004) Detecting Student Misuse of Intelligent Tutoring Systems. Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 531-540. [http://www.cs.cmu.edu/~rsbaker/BCK2004MLFinal.pdf pdf]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (2008)  Developing a Generalizable Detector of When Students Game the System  User Modeling and User-Adapted Interaction, 18, 3, 287-314. [http://www.joazeirodebaker.net/ryan/USER475.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (2008)  Developing a Generalizable Detector of When Students Game the System  User Modeling and User-Adapted Interaction, 18, 3, 287-314. [http://www.joazeirodebaker.net/ryan/USER475.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, S. E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J. (2006). Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems, 392-401. [http://www.joazeirodebaker.net/ryan/Baker175.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, S. E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J. (2006). Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems, 392-401. [http://www.joazeirodebaker.net/ryan/Baker175.pdf pdf]</div></td></tr>
</table>
Ryan
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=8269&oldid=prev
Ryan: added info on Scooter
2008-09-12T19:41:35Z
<p>added info on Scooter</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:41, 12 September 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l13" >Line 13:</td>
<td colspan="2" class="diff-lineno">Line 13:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Scooter the Tutor is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Scooter the Tutor is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006)<ins class="diffchange diffchange-inline">. Scooter was associated with significantly reduced gaming, and significantly improved learning for gaming students (specifically those who received supplementary exercises). Scooter was built on top of the gaming detector, software validated to automatically detect gaming in running Cognitive Tutors (Baker et al, 2008).</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l25" >Line 25:</td>
<td colspan="2" class="diff-lineno">Line 25:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d. (2007) Is Gaming the System State-or-Trait? Educational Data Mining Through the Multi-Contextual Application of a Validated Behavioral Model. Complete On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80. [http://www.cs.cmu.edu/~rsbaker/B2007B.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d. (2007) Is Gaming the System State-or-Trait? Educational Data Mining Through the Multi-Contextual Application of a Validated Behavioral Model. Complete On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80. [http://www.cs.cmu.edu/~rsbaker/B2007B.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (<del class="diffchange diffchange-inline">to appear</del>)  Developing a Generalizable Detector of When Students Game the System  <del class="diffchange diffchange-inline">To appear in </del>User Modeling and User-Adapted Interaction. [http://www.joazeirodebaker.net/ryan/USER475.pdf pdf]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (<ins class="diffchange diffchange-inline">2008</ins>)  Developing a Generalizable Detector of When Students Game the System  User Modeling and User-Adapted Interaction<ins class="diffchange diffchange-inline">, 18, 3, 287-314</ins>. [http://www.joazeirodebaker.net/ryan/USER475.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, S. E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J. (2006). Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems, 392-401. [http://www.joazeirodebaker.net/ryan/Baker175.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, S. E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J. (2006). Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems, 392-401. [http://www.joazeirodebaker.net/ryan/Baker175.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-Task Behavior in the Cognitive Tutor Classroom: When Students “Game the System”. ACM CHI 2004: Computer-Human Interaction, 383-390. [http://www.joazeirodebaker.net/ryan/p383-baker-rev.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-Task Behavior in the Cognitive Tutor Classroom: When Students “Game the System”. ACM CHI 2004: Computer-Human Interaction, 383-390. [http://www.joazeirodebaker.net/ryan/p383-baker-rev.pdf pdf]</div></td></tr>
</table>
Ryan
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=8268&oldid=prev
Ryan at 19:37, 12 September 2008
2008-09-12T19:37:50Z
<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:37, 12 September 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l12" >Line 12:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Scooter the Tutor is a software agent who responds to gaming the system with emotional expressions and supplementary exercises (Baker et al, 2006)</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== PSLC Studies Involving Gaming the System ===</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Bibliography ===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Bibliography ===</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d. (2007) Is Gaming the System State-or-Trait? Educational Data Mining Through the Multi-Contextual Application of a Validated Behavioral Model. Complete On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d. (2007) Is Gaming the System State-or-Trait? Educational Data Mining Through the Multi-Contextual Application of a Validated Behavioral Model. Complete On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80. <ins class="diffchange diffchange-inline">[http://www.cs.cmu.edu/~rsbaker/B2007B.pdf pdf]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (to appear)  Developing a Generalizable Detector of When Students Game the System  To appear in User Modeling and User-Adapted Interaction. [http://www.joazeirodebaker.net/ryan/USER475.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (to appear)  Developing a Generalizable Detector of When Students Game the System  To appear in User Modeling and User-Adapted Interaction. [http://www.joazeirodebaker.net/ryan/USER475.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J. (2006). Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems, 392-401. [http://www.joazeirodebaker.net/ryan/Baker175.pdf pdf]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, <ins class="diffchange diffchange-inline">S. </ins>E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J. (2006). Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems, 392-401. [http://www.joazeirodebaker.net/ryan/Baker175.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-Task Behavior in the Cognitive Tutor Classroom: When Students “Game the System”. ACM CHI 2004: Computer-Human Interaction, 383-390. [http://www.joazeirodebaker.net/ryan/p383-baker-rev.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-Task Behavior in the Cognitive Tutor Classroom: When Students “Game the System”. ACM CHI 2004: Computer-Human Interaction, 383-390. [http://www.joazeirodebaker.net/ryan/p383-baker-rev.pdf pdf]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Walonoski, J.A., Heffernan, N.T., Roll, I., Corbett, A.T., Koedinger, K.R. (2008) Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19 (2), 185-224. [http://www.joazeirodebaker.net/ryan/BWHRKC-JILR-draft.pdf pdf]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Baker, R.S.J.d., Walonoski, J.A., Heffernan, N.T., Roll, I., Corbett, A.T., Koedinger, K.R. (2008) Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19 (2), 185-224. [http://www.joazeirodebaker.net/ryan/BWHRKC-JILR-draft.pdf pdf]</div></td></tr>
</table>
Ryan
https://learnlab.org/wiki/index.php?title=Gaming_the_system&diff=8267&oldid=prev
Ryan at 19:35, 12 September 2008
2008-09-12T19:35:58Z
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:35, 12 September 2008</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>A variety of stable or semi-stable student characteristics have been studied in relation to gaming the system (e.g. Arroyo & Woolf, 2005; Baker et al, 2008; Beal, Qu, & Lee, 2009); however, these characteristics have generally been found to have weak correlations with gaming, at best. Some characteristics found to be significantly associated with gaming include negative attitudes towards computers, the learning software, and mathematics. Performance goals and anxiety have been repeatedly found to have no correlation to gaming (Baker et al, 2008).  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>A variety of stable or semi-stable student characteristics have been studied in relation to gaming the system (e.g. Arroyo & Woolf, 2005; Baker et al, 2008; Beal, Qu, & Lee, 2009); however, these characteristics have generally been found to have weak correlations with gaming, at best. Some characteristics found to be significantly associated with gaming include negative attitudes towards computers, the learning software, and mathematics. Performance goals and anxiety have been repeatedly found to have no correlation to gaming (Baker et al, 2008).  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Recent results from PSLC project <del class="diffchange diffchange-inline">*</del>[[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space]] indicate that differences between tutor lessons explain much more of the variance in how much students choose to game, than individual differences between students. This finding was obtained through an ANOVA conducted at each of these two levels, and was replicated in both the middle school Cognitive Tutor (precursor to Bridge to Algebra) (Baker, 2007), and the Algebra Cognitive Tutor (paper in preparation).  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Recent results from PSLC project [[Baker_Choices_in_LE_Space | How Content and Interface Features Influence Student Choices Within the Learning Space]] indicate that differences between tutor lessons explain much more of the variance in how much students choose to game, than individual differences between students. This finding was obtained through an ANOVA conducted at each of these two levels, and was replicated in both the middle school Cognitive Tutor (precursor to Bridge to Algebra) (Baker, 2007), and the Algebra Cognitive Tutor (paper in preparation).  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Further data mining analysis (paper in preparation) using the [[CTLVS | Cognitive Tutor Lesson Variation Space (CTLVS)]] showed that students game the system more on lessons which have features which are likely to increase student confusion (including hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number being used for multiple constructs) and boredom (including time-consuming problem steps and the lack of interest-increasing text in problem statements). These results conform well to the previous evidence on which affective states are associated with gaming.  </div></td></tr>
</table>
Ryan