Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system.In (original) (raw)
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Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system
Proceedings of E- …, 2004
In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure where participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor. Participants' facial expressions were coding using the Facial Action Coding System and analyzed using association rule mining techniques. The resulting rules are discussed along with implications to the larger project of improving the AutoTutor system into a nonintrusive affect sensitive intelligent tutoring system.
Cognition and …, 2008
In an attempt to discover the facial action units for affective states that occur during complex learning, this study adopted an emote-aloud procedure in which participants were recorded as they verbalised their affective states while interacting with an intelligent tutoring system (AutoTutor). Participants' facial expressions were coded by two expert raters using Ekman's Facial Action Coding System and analysed using association rule mining techniques. The two expert raters received an overall kappa that ranged between .76 and .84. The association rule mining analysis uncovered facial actions associated with confusion, frustration, and boredom. We discuss these rules and the prospects of enhancing AutoTutor with non-intrusive affect-sensitive capabilities.
Integrating affect sensors in an intelligent tutoring system
… : The Computer in …, 2005
This project augments an existing intelligent tutoring system (AutoTutor) that helps learners construct explanations by interacting with them in natural language and helping them use simulation environments. The research aims to develop an agile learning environment that is sensitive to a learner's affective state, presuming that this will promote learning. We integrate state-of-the-art, nonintrusive, affect-sensing technology with AutoTutor in an endeavor to classify emotions on the bases of facial expressions, gross body movements, and conversational cues. This paper sketches our broad theoretical approach, our methods for data collection and evaluation, and our emotion classification techniques.
affective tutoring system for Better Learning
2009
Intelligent tutoring systems (ITS) are still not as effective as one-on-one human tutoring. The next generation of intelligent tutors are expected to be able to take into account the emotional state of students. This paper presents research on the development of an Affective Tutoring System (ATS). The system called "Easy with Eve" adapts to students via a lifelike animated agent who is able to detect student emotion through facial expression analysis, and can display emotion herself. Eve's adaptations are guided by a case-based method for adapting to student states; this method uses data that was generated by an observational study of human tutors. This paper presents an analysis of facial expressions of students engaged in learning with human tutors and how a facial expression recognition system, a life like agent and a case based system based on this analysis have been integrated to develop an ATS for mathematics.
Managing Learner’s Affective States in Intelligent Tutoring Systems
2010
Recent works in Computer Science, Neurosciences, Education, and Psychology have shown that emotions play an important role in learning. Learner's cognitive ability depends on his emotions. We will point out the role of emotions in learning, distinguishing the different types and models of emotions which have been considered until now.
Emotion Recognition for Intelligent Tutoring
2016
Individual teaching has been considered as the most successful educational form since ancient times. This form still continues its existence nowadays within intelligent systems intended to provide adapted tutoring for each student. Although, recent research has shown that emotions can affect student's learning, adaptation skills of tutoring systems are still imperfect due to weak emotional intelligence. To enhance ongoing research related to the improvement of the tutoring adaptation based on both student's knowledge and emotional state, the paper presents an analysis of emotion recognition methods used in recent developments. Study reveals that sensor-lite approach can serve as a solution to problems related to emotion identification accuracy. To provide ground-truth data for emotional state, we have explored and implemented a selfassessment method.
This paper investigates how frequent conversation patterns from a mixed-initiative dialogue with an intelligent tutoring system, AutoTutor, can significantly predict users' affective states (e.g. confusion, eureka, frustration). This study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with AutoTutor. The tutor-tutee interaction was coded on scales of conversational directness (the amount of information provided by the tutor to the learner, with a theoretical ordering of assertion > prompt for particular information > hint), feedback (positive, neutral, negative), and content coverage scores for each student contribution obtained from the tutor's log files.
The Transition From Intelligent to Affective Tutoring System: A Review and Open Issues
IEEE Access, 2020
The swelling use of computerized learning, accompanied by the rapid growth of information technology has become a surge of interest in the research community. Consequently, several technologies have been developed to maintain and promote computerized learning. In this study, we provided an indepth analysis of two of the prominent computerized learning systems i.e., Intelligent Tutoring System (ITS) and Affective Tutoring System (ATS). An ITS is one of the training software systems, which use intelligent technologies to provide personalized learning content to students based on their learning needs with the aim of enhancing the individualized learning experience. Recently, researchers have demonstrated that the affect or emotional states of a student have an impact on the overall performance of his/her learning, which introduces a new trend of ITS development termed as ATS, which is the extended research of the previous one. Although there have been several studies on these tutoring systems, however, none of them has comprehensively analyzed both systems, particularly the transition from ITS to ATS. Therefore, this study examines these two tutoring systems more inclusively with regards to their architectures, models, and techniques and approaches used by taking into consideration the related researches conducted between 2014 to 2019. A crucial finding from the study is that ATS can be a promising tutoring system for the next generation learning environment by affiliating proper emotion recognition channels, along with computational intelligence approaches. Finally, this study concludes with research challenges and possible future directions and trends. INDEX TERMS Intelligent tutoring system, affective tutoring system, tutoring system in education, affective computing in education, artificial intelligence in education, educational technology.
The integration of an emotional system in the Intelligent tutoring system
The 3rd ACS/IEEE International Conference onComputer Systems and Applications, 2005., 2005
In this article, we present a new architecture of the Intelligent Tutoring System (ITS) and we suggest an original method, which allows recognizing the expression of the learner's face during exercise. It helps evaluate his affective state in an emotional system in order to distinguish his influence on his responses. Accordingly, we should first be able to detect his face, extract his important features translating the state of his expression (characteristical features: eyes and mouth,), then we should analyse their configuration and characteristics in order to recognize the expression, which describe and interpret it. Our architecture is based on the observation of the behaviour of the learner; detect engaging signs so as to detect affective responses, which can be the manifestation of feelings of interest, excitement and confusion. From the observation and the identification of the emotional state of the learner, the tutor can undertake actions which will influence the quality of learning and its execution (important remarks may reduce the feeling of failure of the learner or avoid the risk of interrupting his work as soon as he feels bored), A Scientific and especially emotional analyse will be necessary to evaluate and help the learner during exercise.