Kasia Muldner, Winslow Burleson, Brett Van de Sande, Kurt VanLehn
We present results from an analysis of students’ shallow behaviors, i.e., gaming, during their interaction with an Intelligent Tutoring System (ITS). The analysis is based on six college classes using the Andes ITS for homework and test preparation. Our findings show that student features are a better predictor of gaming than problem features, and that individual differences between students impact where and how students game.
The final publication is available at Springer via https://doi.org/10.1007/978-3-642-13388-6_23.