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|Title:||Studying the Interactions between Components of Self Regulated Learning in Open Ended Learning Environments|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Munshi, A., Rajendran, R., Ocumpaugh, J., Moore, A., & Biswas, G. (2018). Studying the Interactions between Components of Self Regulated Learning in Open Ended Learning Environments. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||This paper investigates the interactions between learners’ cognitive strategies and affective states; both important components of self-regulated learning (SRL) processes that in-fluence student learning. We study cognitive-affective relationships in high versus low performing students as they worked on a model building task to teach their agent in Betty’s Brain, an open-ended science learning environment. Our initial results allow for some interesting discussions, but they also emphasize the need for fine grained affective data to match up against cognitive states to determine how they influence performance or vice versa.|
|Appears in Collections:||ICLS 2018|
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