Modeling student engagement using optimal control theory

Abstract

Student engagement in learning a prescribed body of knowledge can be modeled using optimal control theory, with a scalar state variable representing mastery, or self-perceived mastery, of the material and control representing the instantaneous cognitive effort devoted to the learning task. The relevant costs include emotional and external penalties for incomplete mastery, reduced availability of cognitive resources for other activities, and psychological stresses related to engagement with the learning task. Application of Pontryagin's maximum principle to some simple models of engagement yields solutions of the synthesis problem mimicking familiar behaviors including avoidance, procrastination, and increasing commitment in response to increasing mastery.