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Perseverance is crucial for learning. “OK! But can I take a break?"
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0001-6997-3917
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-3691-8756
Division of Cognitive Science, Lund University, Lund, Sweden.
2018 (English)In: Artificial Intelligence in Education 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part I / [ed] Carolyn Penstein Rosé, Roberto Martínez-Maldonado, H. Ulrich Hoppe, Rose Luckin, Manolis Mavrikis, Kaska Porayska-Pomsta, Bruce McLaren and Benedict du Boulay, Springer Berlin/Heidelberg, 2018, Vol. 10947, p. 532-544Conference paper, Published paper (Refereed)
Abstract [en]

In a study with 108 10- to 12-year-olds who used a digital educational game targeting history, we addressed the phenomenon of perseverance, that is, the tendency to stick with a task even when it is challenging. The educational game was designed to make all students encounter tasks they did not succeed to solve, at which point they were offered a set of choices corresponding to perseverance and non-perseverance. Methods used were behavioral log data, post-questionnaires, and an in-game questionnaire conducted by a game character, who asked the students about the reason for their choice. Overall, we found no differences between high and low-perseverance students as to their experiences of effort, difficulty, and learning, and neither in their self-reported motives for persevering – when doing so. With respect to performance, however, high-persevering students solved significantly more tasks at higher difficulty levels. Comparing high-perseverance students who tended to take a break directly after a failed test – before they continued with the same task – with those who did not take a break, we found no significant differences, indicating that taking a break is not detrimental to learning and perseverance.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2018. Vol. 10947, p. 532-544
Series
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349 ; 10947
National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:liu:diva-152183DOI: 10.1007/978-3-319-93843-1_39ISBN: 9783319938424 (print)ISBN: 9783319938431 (electronic)OAI: oai:DiVA.org:liu-152183DiVA, id: diva2:1257351
Conference
19th International Conference, AIED 2018, London, UK, June 27–30, 2018
Funder
Wallenberg FoundationsAvailable from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-23Bibliographically approved

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Flycht-Eriksson (Silvervarg), AnnikaGulz, Agneta

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