Affect Dynamics Modeling

This project presents an analysis of the affect that precedes, follows, and co-occurs with the student behaviors of being off-task or engaged in on-task conversation in two versions of a virtual chemistry laboratory. The analysis was conducted using field observation data collected in undergraduate classes using the virtual laboratory as part of their chemistry classes. This analysis indicates that off-task behavior co-occurs with boredom but seems to lessen boredom, leading to a lower probability of boredom later. The analysis also indicated that on-task conversation leads to a greater probability of future engaged concentration. These results help illuminate the role student behavior outside of education software plays in student affect during the use of the software