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Perseverance Is crucial for learning. “OK! but Can I take a break?”

Silvervarg, Annika; Haake, Magnus LU and Gulz, Agneta LU (2018) 19th International Conference on Artificial Intelligence in Education, AIED 2018 In Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings 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
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Challenge, Educational software, Meaning-making, Pausing, Performance, Perseverance, Teachable agent
in
Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
volume
10947 LNAI
pages
13 pages
publisher
Springer Verlag
conference name
19th International Conference on Artificial Intelligence in Education, AIED 2018
external identifiers
  • scopus:85049373730
ISSN
0302-9743
1611-3349
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
2018-07-17 12:30:03
@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         = {0302-9743},
  keyword      = {Challenge,Educational software,Meaning-making,Pausing,Performance,Perseverance,Teachable agent},
  language     = {eng},
  month        = {01},
  pages        = {532--544},
  publisher    = {Springer Verlag},
  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},
  volume       = {10947 LNAI},
  year         = {2018},
}