Modeling students’ behavioral engagement through different in-class behavior styles

Abstract Background The growing necessity of providing better education, notably through the development Adaptive Learning Systems (ALSs), leveraged study several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used not only guide certain pedagogic methodologies, but also endow systems with right tutoring techniques. As such, this article aims inspire improved teaching styles automatic learning systems, by experimentally verifying influence in-class behaviors students’ engagement. Results Over 16 math lessons, occurrence instructors’ behaviors, alongside engagement estimates, were recorded using COPUS observation protocol. After behavior-profiling classes deploying such significant linear models computed relate frequency or at different periods. revealed positive relation initial individual thinking later group activity participation their collective as well application instructor’s strategies giving feedback moving class, guiding on-going work. Conclusions results suggest benefit applying workshop-like process, more explanations beginning an interaction, leaving guidance work for on. Based on relations suggested our models, guidelines developing ALSs are proposed, practical illustrative example formulated.