Deliverable 4.4 - INSEAD CALT

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AtGentive IST-4-027529-STP - Attentive Agents for Collaborative LearnersCc(recoded:0,..,5->0,6,..10->1)# of paragraphs_r(recoded:0,..,3->0;4,..7->11.000 -0.54(0.000) (0.28)(0.000) (0.13)-0.16(0.31)(0.24)1.000 0.88(0.000 (0.10)(0.000 (0.0016)Qualityof_paper 1.000(0.000)(0.000)Questions(recoded: 0,..,5->0, 6,..17>1)-0.79(0.18)(0.02)0.54(0.28)(0.13)0.26(0.30)(0.59)1.000(0.000)(0.000)Table 15 – Bivariate correlations in the Experimental Sample. *Gamma, ASE, p-valueTeam LevelTeam_Level 1.000*(0.000)(0.000)Questions_asked(recoded:0->0,1…7->1)_Intro(recoded:0,…,9->0, 10->1)Questionsasked_0.15(0.35)(0.91)1.000(0.000)(0.000)Intro-0.52(0.27)(0.23)-0.06(0.40)(0.88)1.000(0.000)(0.000)Good_goa_-0.09(0.38)(0.89)(-0.01(0.44)(0.97)0.05(0.42)(0.90)Good_goal 1.000(0.000)(0.000)Cc(recoded:0,..,5->0,6,..10->Paraphrase(recoded:0,..,3->0;4,..7->1cc Parag Qualityof_paper-0.43(0.28)(0.11)-0.14(0.40)(0.72)0.71(0.21)(0.03)0.54(0.33)(0.19)0.24(0.32)(0.19)0.62(0.26)(0.08)-0.22(0.37)(0.57)0.61(0.30)(0.12)1.000 0.35(0.000) (0.34)(0.000) (0.34)(0.32)(0.27)(0.41)0.55(0.25)(0.21)-0.02(0.33)(0.72)-0.11(0.36)(0.84)0.21(0.31)(0.47)1.000 0.75(0.000 (0.17)(0.000 (0.023)Qualityof_paper 1.000(0.000)(0.000)Questions(recoded: 0,..,5->0, 6,..17->Questions0.43(0.28)(0.11)0.45(0.33)(0.25)-0.50(0.30)(0.17)0.16(0.41)(0.71)-0.47(0.31)(0.19)-0.35(0.34)(0.34)-0.43(0.28)(0.21)1.000(0.000)(0.000)Table 16 – Bivariate correlations in the Experimental Sample. *Gamma, ASE, p-valueDel <strong>4.4</strong>: AtGentive Final Evaluation Report – Appendix C page 15
AtGentive IST-4-027529-STP - Attentive Agents for Collaborative Learners3.5. Conclusions about the learning processThe fact that correlations exist (albeit negative), for children in the Experimental group,between the number of questions asked and the quality of paper, and between thenumber of concepts in the concept map and the ability to answer the questionnaire, couldindicate that children in the Experimental group built a different knowledge model of theacquired knowledge during the learning process. This result, together with the fact thatstudents in the Experimental group produced better quality papers and asked morequestions to the experts (table 1), could indicate that the attention management system,is influencing the performance of the students effectively, and changing the learning in aprofound manner. It could be suggested that with the regulation on the meta-cognitiveand cognitive level by the attention management system, students do have a betterawareness over their own learning process which supports the effective organization ofthe knowledge learned, for application of this knowledge in later instances. However itshould also be noted that if the system is not able to influence the performance theseeffects are not found. We did find that low performer students were able to indicate theirneed for help effectively, but it appeared that the system could not support them to obtainbetter quality performance. This may indicate that for weaker students more support isneeded to acquire results, and in particular Cognitive and Motivational interventionscould be designed to be more effective. This is further analyzed in the next section.4. Building on previous knowledge4.1. OverviewIn this section we investigate possible correlations between children's previousknowledge (as indicated by the team level variable) and the results obtained in the tasksperformed. The team level was assigned before the beginning of the pilot by theteachers. Team level can have three values low (L), medium (M), and high (H).The analysis of the effects of the team level on each one of the tasks that the childrenhad to perform on the whole sample (see table 17) indicated that the team level issignificantly correlated with the ability to answer the questionnaire (questions)(P=0.0066). A marginally significant correlation is also detectable between the team leveland the number of paragraphs written (P=0.0912).Independent VariableFisher’s Exact Test (P-value)Questions_asked 0.1194Status 0.3171intro 0.7546Good_goal 0.1419cc 0.1918# of paragraphs 0.0912Qualityof_paper 0.1524Questions 0.0066Table 17 - Effect of Team Level on quality of tasks performed for the Whole SampleDel <strong>4.4</strong>: AtGentive Final Evaluation Report – Appendix C page 16
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