{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,19]],"date-time":"2026-03-19T12:16:10Z","timestamp":1773922570045,"version":"3.50.1"},"publisher-location":"New York, NY, USA","reference-count":30,"publisher":"ACM","license":[{"start":{"date-parts":[[2015,3,14]],"date-time":"2015-03-14T00:00:00Z","timestamp":1426291200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"funder":[{"name":"Google"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2015,3,14]]},"DOI":"10.1145\/2724660.2724677","type":"proceedings-article","created":{"date-parts":[[2015,3,9]],"date-time":"2015-03-09T19:27:55Z","timestamp":1425929275000},"page":"121-130","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":65,"title":["Exploring the Effect of Confusion in Discussion Forums of Massive Open Online Courses"],"prefix":"10.1145","author":[{"given":"Diyi","family":"Yang","sequence":"first","affiliation":[{"name":"Carnegie Mellon University, Pittsburgh, PA, USA"}]},{"given":"Miaomiao","family":"Wen","sequence":"additional","affiliation":[{"name":"Carnegie Mellon University, Pittsburgh, PA, USA"}]},{"given":"Iris","family":"Howley","sequence":"additional","affiliation":[{"name":"Carnegie Mellon University, Carnegie Mellon University, PA, USA"}]},{"given":"Robert","family":"Kraut","sequence":"additional","affiliation":[{"name":"Carnegie Mellon University, Pittsburgh, PA, USA"}]},{"given":"Carolyn","family":"Rose","sequence":"additional","affiliation":[{"name":"Carnegie Mellon University, Pittsburgh, PA, USA"}]}],"member":"320","published-online":{"date-parts":[[2015,3,14]]},"reference":[{"key":"e_1_3_2_1_1_1","volume-title":"Stata statistical software release. 7.0: Programming","year":"2011","unstructured":"2011, S. C. Stata statistical software release. 7.0: Programming . Stata Corporation ( 2011 ), 418--443. 2011, S. C. Stata statistical software release. 7.0: Programming. Stata Corporation (2011), 418--443."},{"key":"e_1_3_2_1_2_1","volume-title":"Towards sensor-free affect detection in cognitive tutor algebra","author":"Baker R. S.","year":"2012","unstructured":"Baker , R. S. , Gowda , S. M. , Wixon , M. , Kalka , J. , Wagner , A. Z. , Salvi , A. , Aleven , V. , Kusbit , G. W. , Ocumpaugh , J. , and Rossi , L . Towards sensor-free affect detection in cognitive tutor algebra . International Educational Data Mining Society ( 2012 ). Baker, R. S., Gowda, S. M., Wixon, M., Kalka, J., Wagner, A. Z., Salvi, A., Aleven, V., Kusbit, G. W., Ocumpaugh, J., and Rossi, L. Towards sensor-free affect detection in cognitive tutor algebra. International Educational Data Mining Society (2012)."},{"key":"e_1_3_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/1745691610393980"},{"key":"e_1_3_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1109\/T-AFFC.2010.1"},{"key":"e_1_3_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11257-009-9062-8"},{"key":"e_1_3_2_1_6_1","volume-title":"Moocs as disruptive technologies: strategies for enhancing the learner experience and quality of moocs. Revista de Educaci\u00f3n a Distancia 39","author":"Conole G.","year":"2013","unstructured":"Conole , G. Moocs as disruptive technologies: strategies for enhancing the learner experience and quality of moocs. Revista de Educaci\u00f3n a Distancia 39 ( 2013 ), 1--17. Conole, G. Moocs as disruptive technologies: strategies for enhancing the learner experience and quality of moocs. Revista de Educaci\u00f3n a Distancia 39 (2013), 1--17."},{"key":"e_1_3_2_1_7_1","first-page":"2","article-title":"Dynamics of affective states during complex learning","volume":"22","author":"Mello S.","year":"2012","unstructured":"D. Mello , S. , and Graesser , A . Dynamics of affective states during complex learning . Learning and Instruction 22 , 2 ( 2012 ), 145--157. D. Mello, S., and Graesser, A. Dynamics of affective states during complex learning. Learning and Instruction 22, 2 (2012), 145--157.","journal-title":"Learning and Instruction"},{"key":"e_1_3_2_1_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2012.05.003"},{"key":"e_1_3_2_1_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11257-007-9037-6"},{"key":"e_1_3_2_1_10_1","doi-asserted-by":"publisher","DOI":"10.1086\/443992"},{"key":"e_1_3_2_1_11_1","first-page":"184","article-title":"Exploring the relationship between novice programmer confusion and achievement","volume":"175","author":"Lee D. M. C.","year":"2011","unstructured":"Lee , D. M. C. , Rodrigo , M. M. T. , d Baker , R. S. , Sugay , J. O. , and Coronel , A . Exploring the relationship between novice programmer confusion and achievement . In Affective Computing and Intelligent Interaction. Springer , 2011 , 175 -- 184 . Lee, D. M. C., Rodrigo, M. M. T., d Baker, R. S., Sugay, J. O., and Coronel, A. Exploring the relationship between novice programmer confusion and achievement. In Affective Computing and Intelligent Interaction. Springer, 2011, 175--184.","journal-title":"Affective Computing and Intelligent Interaction. Springer"},{"key":"e_1_3_2_1_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-642-30950-2_75"},{"key":"e_1_3_2_1_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-540-69132-7_10"},{"key":"e_1_3_2_1_14_1","volume-title":"Academic emotions in students? self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist 37, 2","author":"Pekrun R.","year":"2002","unstructured":"Pekrun , R. , Goetz , T. , Titz , W. , and Perry , R. P . Academic emotions in students? self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist 37, 2 ( 2002 ), 91--105. Pekrun, R., Goetz, T., Titz, W., and Perry, R. P. Academic emotions in students? self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist 37, 2 (2002), 91--105."},{"key":"e_1_3_2_1_15_1","first-page":"2001","article-title":"Linguistic inquiry and word count: Liwc 2001. Mahway","volume":"71","author":"Pennebaker J. W.","year":"2001","unstructured":"Pennebaker , J. W. , Francis , M. E. , and Booth , R. J . Linguistic inquiry and word count: Liwc 2001. Mahway : Lawrence Erlbaum Associates 71 ( 2001 ), 2001 . Pennebaker, J. W., Francis, M. E., and Booth, R. J. Linguistic inquiry and word count: Liwc 2001. Mahway: Lawrence Erlbaum Associates 71 (2001), 2001.","journal-title":"Lawrence Erlbaum Associates"},{"key":"e_1_3_2_1_16_1","volume-title":"NIPS Workshop on Data Driven Education","author":"Ramesh A.","year":"2013","unstructured":"Ramesh , A. , Goldwasser , D. , Huang , B. , Daum\u00e9 III, H. , and Getoor , L . Modeling learner engagement in moocs using probabilistic soft logic . In NIPS Workshop on Data Driven Education ( 2013 ). Ramesh, A., Goldwasser, D., Huang, B., Daum\u00e9 III, H., and Getoor, L. Modeling learner engagement in moocs using probabilistic soft logic. In NIPS Workshop on Data Driven Education (2013)."},{"key":"e_1_3_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1145\/2556325.2567879"},{"key":"e_1_3_2_1_18_1","volume-title":"Focus on formative feedback. Review of educational research 78, 1","author":"Shute V. J.","year":"2008","unstructured":"Shute , V. J. Focus on formative feedback. Review of educational research 78, 1 ( 2008 ), 153--189. Shute, V. J. Focus on formative feedback. Review of educational research 78, 1 (2008), 153--189."},{"key":"e_1_3_2_1_19_1","volume-title":"Your click decides your fate: Leveraging clickstream patterns in MOOC videos to infer students' information processing and attrition behavior. CoRR abs\/1407.7131","author":"Sinha T.","year":"2014","unstructured":"Sinha , T. , Jermann , P. , Li , N. , and Dillenbourg , P . Your click decides your fate: Leveraging clickstream patterns in MOOC videos to infer students' information processing and attrition behavior. CoRR abs\/1407.7131 ( 2014 ). Sinha, T., Jermann, P., Li, N., and Dillenbourg, P. Your click decides your fate: Leveraging clickstream patterns in MOOC videos to infer students' information processing and attrition behavior. CoRR abs\/1407.7131 (2014)."},{"key":"e_1_3_2_1_20_1","doi-asserted-by":"publisher","DOI":"10.5555\/1613715.1613751"},{"key":"e_1_3_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.1207\/S1532690XCI2103_01"},{"key":"e_1_3_2_1_22_1","doi-asserted-by":"publisher","DOI":"10.1145\/2556288.2557108"},{"key":"e_1_3_2_1_23_1","doi-asserted-by":"publisher","DOI":"10.1145\/2145204.2145329"},{"key":"e_1_3_2_1_24_1","volume-title":"Proceedings of the International Conference on Weblogs and Social Media","author":"Wen M.","year":"2014","unstructured":"Wen , M. , Yang , D. , and Ros\u00e9 , C. P . Linguistic reflections of student engagement in massive open online courses . In Proceedings of the International Conference on Weblogs and Social Media ( 2014 ). Wen, M., Yang, D., and Ros\u00e9, C. P. Linguistic reflections of student engagement in massive open online courses. In Proceedings of the International Conference on Weblogs and Social Media (2014)."},{"key":"e_1_3_2_1_25_1","volume-title":"Proceedings of Educational Data Mining","author":"Wen M.","year":"2014","unstructured":"Wen , M. , Yang , D. , and Ros\u00e9 , C. P . Sentiment analysis in mooc discussion forums: What does it tell us? Proceedings of Educational Data Mining ( 2014 ). Wen, M., Yang, D., and Ros\u00e9, C. P. Sentiment analysis in mooc discussion forums: What does it tell us? Proceedings of Educational Data Mining (2014)."},{"key":"e_1_3_2_1_26_1","doi-asserted-by":"publisher","DOI":"10.2307\/817960"},{"key":"e_1_3_2_1_27_1","doi-asserted-by":"publisher","DOI":"10.1504\/IJLT.2009.028804"},{"key":"e_1_3_2_1_28_1","doi-asserted-by":"publisher","DOI":"10.1145\/2645710.2645748"},{"key":"e_1_3_2_1_29_1","volume-title":"Proceedings of the 2013 NIPS Data-Driven Education Workshop","author":"Yang D.","year":"2013","unstructured":"Yang , D. , Sinha , T. , Adamson , D. , and Ros\u00e9 , C. P . Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses . In Proceedings of the 2013 NIPS Data-Driven Education Workshop ( 2013 ). Yang, D., Sinha, T., Adamson, D., and Ros\u00e9, C. P. Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses. In Proceedings of the 2013 NIPS Data-Driven Education Workshop (2013)."},{"key":"e_1_3_2_1_30_1","volume-title":"Proceedings of Educational Data Mining","author":"Yang D.","year":"2014","unstructured":"Yang , D. , Wen , M. , and Rose , C . Peer influence on attrition in massive open online courses . Proceedings of Educational Data Mining ( 2014 ). Yang, D., Wen, M., and Rose, C. Peer influence on attrition in massive open online courses. Proceedings of Educational Data Mining (2014)."}],"event":{"name":"L@S 2015: Second (2015) ACM Conference on Learning @ Scale","location":"Vancouver BC Canada","acronym":"L@S 2015","sponsor":["ACM Ed Board ACM Ed Board"]},"container-title":["Proceedings of the Second (2015) ACM Conference on Learning @ Scale"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/2724660.2724677","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/2724660.2724677","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,18]],"date-time":"2025-06-18T06:12:12Z","timestamp":1750227132000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/2724660.2724677"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2015,3,14]]},"references-count":30,"alternative-id":["10.1145\/2724660.2724677","10.1145\/2724660"],"URL":"https:\/\/doi.org\/10.1145\/2724660.2724677","relation":{},"subject":[],"published":{"date-parts":[[2015,3,14]]},"assertion":[{"value":"2015-03-14","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}