Perseverance Is crucial for learning. “OK! but Can I take a break?”
(2018) 19th International Conference on Artificial Intelligence in Education, AIED 2018 In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 10947 LNAI. p.532-544- Abstract
In a study with 108 10- to 12-year-olds who used a digital educational game targeting history, we addressed the phenomenon of perseverance, that is, the tendency to stick with a task even when it is challenging. The educational game was designed to make all students encounter tasks they did not succeed to solve, at which point they were offered a set of choices corresponding to perseverance and non-perseverance. Methods used were behavioral log data, post-questionnaires, and an in-game questionnaire conducted by a game character, who asked the students about the reason for their choice. Overall, we found no differences between high and low-perseverance students as to their experiences of effort, difficulty, and learning, and neither in... (More)
In a study with 108 10- to 12-year-olds who used a digital educational game targeting history, we addressed the phenomenon of perseverance, that is, the tendency to stick with a task even when it is challenging. The educational game was designed to make all students encounter tasks they did not succeed to solve, at which point they were offered a set of choices corresponding to perseverance and non-perseverance. Methods used were behavioral log data, post-questionnaires, and an in-game questionnaire conducted by a game character, who asked the students about the reason for their choice. Overall, we found no differences between high and low-perseverance students as to their experiences of effort, difficulty, and learning, and neither in their self-reported motives for persevering – when doing so. With respect to performance, however, high-persevering students solved significantly more tasks at higher difficulty levels. Comparing high-perseverance students who tended to take a break directly after a failed test – before they continued with the same task – with those who did not take a break, we found no significant differences, indicating that taking a break is not detrimental to learning and perseverance.
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- author
- Silvervarg, Annika ; Haake, Magnus LU and Gulz, Agneta LU
- organization
- publishing date
- 2018-01-01
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Challenge, Educational software, Meaning-making, Pausing, Performance, Perseverance, Teachable agent
- host publication
- Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
- series title
- Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
- volume
- 10947 LNAI
- pages
- 13 pages
- publisher
- Springer
- conference name
- 19th International Conference on Artificial Intelligence in Education, AIED 2018
- conference location
- London, United Kingdom
- conference dates
- 2018-06-27 - 2018-06-30
- external identifiers
-
- scopus:85049373730
- ISSN
- 1611-3349
- 0302-9743
- ISBN
- 9783319938424
- DOI
- 10.1007/978-3-319-93843-1_39
- language
- English
- LU publication?
- yes
- id
- 89d1f8c4-ac84-4d95-b168-d882cee9feb0
- date added to LUP
- 2018-07-17 12:30:03
- date last changed
- 2024-08-19 20:38:38
@inproceedings{89d1f8c4-ac84-4d95-b168-d882cee9feb0, abstract = {{<p>In a study with 108 10- to 12-year-olds who used a digital educational game targeting history, we addressed the phenomenon of perseverance, that is, the tendency to stick with a task even when it is challenging. The educational game was designed to make all students encounter tasks they did not succeed to solve, at which point they were offered a set of choices corresponding to perseverance and non-perseverance. Methods used were behavioral log data, post-questionnaires, and an in-game questionnaire conducted by a game character, who asked the students about the reason for their choice. Overall, we found no differences between high and low-perseverance students as to their experiences of effort, difficulty, and learning, and neither in their self-reported motives for persevering – when doing so. With respect to performance, however, high-persevering students solved significantly more tasks at higher difficulty levels. Comparing high-perseverance students who tended to take a break directly after a failed test – before they continued with the same task – with those who did not take a break, we found no significant differences, indicating that taking a break is not detrimental to learning and perseverance.</p>}}, author = {{Silvervarg, Annika and Haake, Magnus and Gulz, Agneta}}, booktitle = {{Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings}}, isbn = {{9783319938424}}, issn = {{1611-3349}}, keywords = {{Challenge; Educational software; Meaning-making; Pausing; Performance; Perseverance; Teachable agent}}, language = {{eng}}, month = {{01}}, pages = {{532--544}}, publisher = {{Springer}}, series = {{Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)}}, title = {{Perseverance Is crucial for learning. “OK! but Can I take a break?”}}, url = {{http://dx.doi.org/10.1007/978-3-319-93843-1_39}}, doi = {{10.1007/978-3-319-93843-1_39}}, volume = {{10947 LNAI}}, year = {{2018}}, }