# Data-Driven Analysis of Student Engagement in Time-Limited Computer Laboratories
## 5 Results
### Assistance Patterns  
This pattern category helps to analyze the students' requests for help and the assistants' responses. The patterns are divided into two subcategories: _Assistance request patterns_ and _Assistance intervention patterns_. The former one reveals when and how often students ask for help, whereas the latter discloses when and how often assistants take action and quantifies the consequent effect. Table 5 reports the top-ranked patterns separately for each subcategory.  
\begin{table}
\begin{tabular}{c c c c} \hline \hline
**Id** & **Pattern** & **Students** & **Students (\%)** \\ \hline \multicolumn{4}{c}{_Sequential patterns_} \\ \hline S1 & 1⃝1�2�2�1�2�1�3�3�4�4�4�1�4�1�  
Pattern H1 shows that some students asked for help more than once. This particular situation happened only for exercise 1; the students' attitude in the case of the first exercise is different with respect to the next exercises, considering also that most of students requested assistance only once in the whole lab session.  
Of the students who requested assistance, 86% (80 students out of 93) then solved it (pattern H2); by comparing H2 and H4, it turns out that 61 of them solved it after the assistance, while 19 of them succeeded autonomously.  
The difference between students who succeeded after requesting assistance (H3, sup(H3) = 54) and the students who succeeded after assistant interventions (pattern H5, sup(H5) = 52) is less significant for exercise 2: only two students who asked for help solved the exercise autonomously. Notably, in exercise 3, all students that succeeded after requesting help have been assisted.  
Patterns H10, H11, and H12 show the number of errors after assistants' interventions for exercises 1, 2, and 3, respectively. As the exercise number increases, the support decreases; this is because exercises 2 and 3 generally were perceived as easier than exercise 1 (this situation will clearly emerge later on in the analysis of the time-constrained patterns). Note also that as the exercise identifier increases, the number of students who accessed it decreases (as previously discussed in the _Accesses patterns_ analysis).  
Pattern H10 identifies the students who received assistance, committed errors, and finally succeeded in exercise 1; by comparing the support value of such a pattern with those of H4, we can conclude that only 13 students succeeded immediately after receiving help.  
The pattern of type \"intervention-error-success\" occurs only for exercise 1. For the next exercises, the minimum support threshold was not reached. Both _Request effectiveness_ and _Assistance effectiveness_ decrease as the exercises identifiers increase because the exercises become more difficult and the effects of assistants' interventions are probably less evident in the very short-term.  
\begin{table}
\begin{tabular}{c c c c} \hline \hline
**Id** & **Pattern** & **Students** & **Students (\%)** \\ \hline \multicolumn{4}{c}{_Assistance request patterns_} \\ \hline H1 & 1��1�1�3�5�16.3 \\ \hline H2 & 1�1�1�1�80  
The assistance patterns can be related to the _\"Confidence\"_ key indicator of cognitive engagement (assistance request patterns) and to the _\"Autonomy\"_ key indicator of affective engagement (assistance intervention patterns), as analyzed later on in Section 6.