**5. Construction of an approach to a chaotic learning model**

#### **5.1. Variables to observe**

The "typical" performance matrix per student team is divided into small time intervals until the 90-minute class is completed. The observation focuses on the behaviors displayed by students in the process, for which six fields of generic behaviors were typified: Inquiry (IND), Persuasion (PER), Positivity (POS), Negativity (NEG), Internal Information (II), and External Information (IE). Each field contains a set of 13 behaviors, which assigned a numerical range from −6 to +6, as shown by the scheme N°1 for example of Positivity and Inquiry [25–27]:

This hierarchy determines a total of 78 behaviors for the six behavioral fields to observe during the 90-minute session.

To consider the interactive behavior of the team's constituent students, a time of 5 seconds was granted, which gives a total of 1080 rows of data divided into two columns. A column is the time input at intervals of 5 seconds to complete 5400 seconds, and the other is the numerical coding according to the observed behavior displayed by the team.

To construct the proportions X = IND/PER, Y = POS/NEG, and Z = II/IE, the data are divided locker by locker, for the same time, between the Inquiry and Persuasion, Positivity and Negativity, and Internal Information and External Information, using the six different value tables built (**Table 1**).



**5.2. Experimental procedure**

date, time, actively developed, and course.

cally and that concern the measured concept).

[31–33]. It is a subject that opens a future work.

scale).

from the accuracy.

two parts: Theory and Praxis.

**5.3. Team to collect the information recorded in the videos**

Two laboratory classrooms were used to record the observations, with two video cameras located in each one. Each camera records sound and image by storing the information on external hard drives. The cameras were positioned at the height of 1.8 m fixed to the wall and in such a way as to completely cover the student teams. Previously, a document was created that requested the student's authorization for the filming, which had to be signed by each one of them. Noted that during the filming process, the behavior of the students did not alter the presence of the cameras. In one room, the experimental group to which the initial condition was applied, while in another room, the control group develops its activities with no initial condition. At the end of the lecture session, the collected information is saved indicating the

Initial Condition and Behavior Patterns in Learning Dynamics: Study of Complexity and…

http://dx.doi.org/10.5772/intechopen.74140

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Any measurement or data collection instrument must collect two essential requirements: validity and reliability. In general terms, validity refers to the degree to which an instrument measures the variable it intends to measure. Validity is a concept from which different types of evidence have related [28, 29]. This evidence is the content (the degree to which an instrument reflects a specific implicit domain that is measured), criterion (validity of an instrument of measurement compared with an external judgment), and construct (quality of measurement related consistently with other measurements according to hypotheses derived theoreti-

The reliability of the instrument is the degree to which its repeated application to the same subject or object produces the same results. If the correlation between the results of the different appliances is highly positive, the instrument is considered reliable (in psychometrics, Cronbach's alpha [30] is a coefficient used to measure the reliability of a measurement

Applying the Hypothesis Testing (or dokimasia) to the tables of measurements of each one of the variables under observation, we could know if the measurement instrument calibrates

The procedure for extracting information from the videos of the sessions was divided into

From the theoretical point of view, the observers trained in the graduation of behaviors for the fields defined in this research: Inquiry, Persuasion, Positivity, Negativity, Internal Information, and External Information. This graduation of the behaviors for Positivity and Inquiry is illustrated in **Scheme 1**. Is it possible to do a finer gradation? Obviously, it is. Similarly, it noted that a specific exploration of facial gestures was not performed (frowning, opening or closing the eyes too much, changing the line of the mouth, and so on and so forth)

From practice, each component of the team in charge of registration, consisting of four people, gives independently the same scene (image and sound) of some of the videos captured of the activity carried out by the students. This brief scene, of the order of 10 minutes, is numerically

**Table 1.** Illustration of a table with the inquiry behavior and its coding taxonomy.
