Enriching problem-solving followed by instruction with explanatory accounts of emotions

Background Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance.Methods I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the...