Modelling the Effect of Instructional Support on Logarithmic-Transformed Response Time: An Exploratory Study

Authors

  • Luis Alberto Pinos Ullauri Orcid
    imec research group ITEC, KU Leuven, Kortrijk, Belgium; Faculty of Psychology and Educational Sciences, KU Leuven, Kortrijk, Belgium; Centre for Digital Systems, IMT Nord Europe, Douai, France
  • Wim Van Den Noortgate Orcid
    imec research group ITEC, KU Leuven, Kortrijk, Belgium; Faculty of Psychology and Educational Sciences, KU Leuven, Kortrijk, Belgium
  • Dries Debeer Orcid
    imec research group ITEC, KU Leuven, Kortrijk, Belgium; Faculty of Psychology and Educational Sciences, KU Leuven, Kortrijk, Belgium

Abstract

Instructional support can be implemented in learning environments to pseudo-modify the difficulty or time intensity of items presented to persons. This support can affect both the response accuracy of persons towards items as well as the time persons require to complete items. This study proposes a framework to model response time in learning environments as a function of instructional support. Moreover, it explores the effect of instructional support on response time in assembly tasks training using Virtual Reality. Three models are fitted with real-life data collected by a project that involves both industry and academic partners from Belgium. A Bayesian approach is followed to implement the models, where the Bayes factor is used to select the best fitting model.