Work

On Incorporating Affective Support to an Intelligent Tutoring System: an Empirical Study

Year: 2018

Type: article

Abstract: Previous research studies have reported strong evidence that the emotional state of students may have a considerable impact on their learning. In this paper, we present an empirical study that evidences that it is possible to influence the user's affective state in a controlled way, by adapting the system's response. As part of this paper, we have analyzed the affective impact of varying the level of help provided in an existing Intelligent Tutoring System. Results show that it is possible to use classification approaches to predict positive and negative variations in dominance, valence, arousal, and performance to a reasonable level of accuracy.

Source: IEEE Revista Iberoamericana de Tecnologias del Aprendizaje

DOI: 10.1109/rita.2018.2831760

Authors: Cristina Cunha-Perez, Miguel Arevalillo-Herraez, Luis Marco-Gimenez, David Arnau

Institutions: Valencia Catholic University Saint Vincent Martyr, Universitat de València

Language: English

Topic: Intelligent Tutoring Systems and Adaptive Learning

Subfield: Artificial Intelligence

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: bronze

Funders: Ministerio de Economía y Competitividad, Generalitat Valenciana