Detecting Credit-Seeking Behavior with Programmed Instruction Framesets in a Formal Languages Course
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| Publicado no: | Education Sciences vol. 15, no. 4 (2025), p. 439 |
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| Autor principal: | |
| Outros Autores: | , , |
| Publicado em: |
MDPI AG
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| Acesso em linha: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15040439 |2 doi | |
| 035 | |a 3194570418 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Elnady Yusuf |u Department of Computer Science, Virginia Tech, Blacksburg, VA 24061, USA | |
| 245 | 1 | |a Detecting Credit-Seeking Behavior with Programmed Instruction Framesets in a Formal Languages Course | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a When students use an online eTextbook with content and interactive graded exercises, they often display aspects of two types of behavior: credit-seeking and knowledge-seeking. A student might behave to some degree in either or both ways with given content. In this work, we attempt to detect the degree to which either behavior takes place and investigate relationships with student performance. Our testbed is an eTextbook for teaching Formal Languages, an advanced Computer Science course. This eTextbook uses Programmed Instruction framesets (slideshows with frequent questions interspersed to keep students engaged) to deliver a significant portion of the material. We analyze session interactions to detect credit-seeking incidents in two ways. We start with an unsupervised machine learning model that clusters behavior in work sessions based on sequences of user interactions. Then, we perform a fine-grained analysis where we consider the type of each question presented within the frameset (these can be multi-choice, single-choice, or T/F questions). Our study involves 219 students, 224 framesets, and 15,521 work sessions across three semesters. We find that credit-seeking behavior is correlated with lower learning outcomes for students. We also find that the type of question is a key factor in whether students use credit-seeking behavior. The implications of our research suggest that educational software should be designed to minimize opportunities for credit-seeking behavior and promote genuine engagement with the material. | |
| 653 | |a Behavior | ||
| 653 | |a Students | ||
| 653 | |a Computer science | ||
| 653 | |a Curricula | ||
| 653 | |a Educational software | ||
| 653 | |a Feedback | ||
| 653 | |a Educational objectives | ||
| 653 | |a Multiple choice | ||
| 653 | |a Algorithms | ||
| 653 | |a Learning | ||
| 653 | |a Programmed Tutoring | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Active Learning | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Games | ||
| 653 | |a Followup Studies | ||
| 653 | |a Educational Change | ||
| 653 | |a Correlation | ||
| 653 | |a Courseware | ||
| 653 | |a Programmed Instructional Materials | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Science Curriculum | ||
| 653 | |a Computer Software | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Low Achievement | ||
| 653 | |a Programming | ||
| 700 | 1 | |a Farghally Mohammed |u Department of Computer Science, Virginia Tech, Blacksburg, VA 24061, USA | |
| 700 | 1 | |a Mostafa, Mohammed |u Department of Computer Science and Engineering, University at Buffalo, Buffalo, NY 14260, USA; mkomohmd@buffalo.edu | |
| 700 | 1 | |a Shaffer, Clifford A |u Department of Computer Science, Virginia Tech, Blacksburg, VA 24061, USA | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 4 (2025), p. 439 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3194570418/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3194570418/fulltextwithgraphics/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3194570418/fulltextPDF/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |