Page 12 - R_EdQuire White Paper Nov 2017 v3.4

EdQuire White Paper: Computer learning behaviour in K-12
Nov 2017 V3.4
Page 12 of 15

The student portal displayed the student’s daily timetable as an incentive as well as their personal real-time
computer learning profile containing the above parameters, in a similar format to the teacher. The data
showed their current and historical trend of On-Task and Off-Task times, top 10 activities in each category,
distractibility and internet search profile. Data was analysed only for the self-selected group of students who
looked at their data at least once and compared to their preceding 10 day control period. We analysed total
computer use time, On-Task and Off-Task times and distractibility index.

Result
Of the 307 students in School 1, 100 students looked at their data. This group had a higher Off-Task time
than the whole group (33% vs 10%). Figure 9 show the effect of this feedback on these 100 self-selected
students’ computer learning behaviour. Distractibility, number of task switches and Off-Task duration all
decreased significantly, and were replaced with a longer On- Task duration. Figure 10 shows the effect of
feedback on On-Task versus Off-Task more clearly as proportions. This data strongly suggests a positive self-
regulatory effect of giving students real-time feedback of their behavioural data.

Figure 9. Distractibility Index (DI), number of task switches per minutes (top), and On-Task and Off-Task
duration per minutes, in the pre-feedback stage (pre-stage) and during the feedback stage (post-stage).

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