The Dynamics between Student Affect and Behavior Occurring Outside of Educational Software

We present an analysis of the affect that precedes, follows, and cooccurs with students' choices to go off-task or engage in on-task conversation within two versions of a virtual laboratory for chemistry. This analysis is conducted using field observation data collected within undergraduate classes using the virtual laboratory software as part of their regular chemistry classes. We find that off-task behavior co-occurs with boredom, but appears to relieve boredom, leading to significantly lower probability of later boredom. We also find that on-task conversation leads to greater future probability of engaged concentration. These results help to clarify the role that behavior outside of educational software plays in students' affect during use of that software.

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