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Boredom - Coggle Diagram
Boredom
Types
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6 types of disengagement (Sánchez-Rosas & Esquivel, 2016)
NLP-Gaming: Student didn’t try to work out the answer to this tutor question; s/he instead deliberately gave a vague or incorrect answer or a guess to try and fool the system’s limited natural language processing capabilities. This Type can be viewed as a partially overlapping subset of other Types (e.g., Hard/Easy), but was reserved only for student turns perceived as deliberate gaming instances (regardless of the underlying cause). This type represents a subset of the gaming behaviors addressed in prior (largely non-dialogue) work (see Background, above) which focuses on hint abuse and systematic guessing.5 ITSPOKE does not provide hints upon request, and the dialog is the only recorded behavior, thus all detectable gaming behavior in ITSPOKE is linguistic.
NLP-Distracted: Student became distracted and hyperarticulated this answer because the system misunderstood an immediately prior answer due to its limited natural language processing capabilities. This Disengagement Type can be seen as differing from the other Types in that although students do lose the tutoring flow, this is not of their own (un)conscious volition.
Presentation: Student didn’t pay attention to this tutor question because the turn presentation was too long and complex; his/her answer reflects unawareness of the fact that the tutor turn strongly hinted at the correct answer. This Type can be perceived as a subset of the Hard Type, but was reserved only for tutor turns of multiple sentences in length, with the idea that these particular tutor turns could be broken down into smaller parts when they trigger disengagement.
Easy: Student lost interest because this tutor question was too easy (e.g., a similar question was asked and answered earlier in the session).
Done: Student just wants the interaction to be over (typically later in the dialogs)- s/he is bored, tired, and/or not interested in continuing at this moment (or no other label fits).
Hard: Student lost interest because this tutor question was too hard (e.g., presupposes too much prior knowledge).
Boredom is a ubiquitous state
(Danckert et al., 2018; Elpidorou, 2021)
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Definition
related concepts with overlapping meanings
(see Sánchez-Rosas & Esquivel, 2016)
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Opposites
in meaning
interest (Pekrun et al., 2014)???
Reninger & Hidi, 2019?
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engagement ((Sánchez-Rosas & Esquivel, 2016)
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intrinsic motivation (Pekrun et al., 2014)
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Correlates, effects
deactivating (Pekrun, 2006)
unpleasant (Pekrun, 2006)
Triggers,
antecedents
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Pekrun et al., (2007)
Environmental
not only students' personalities, but also their cognitions, are important predictors of emotions - boredom arises in students if they do not value the learning material and they perceive either too much or too little control over the situation.
Individual
personality antecedents consist of non-cognitive factors, such as the person's temperament, and situational appraisals, namely control and value appraisals