Defining the behavior of an affective learning companion in the affective meta-tutor project

Sylvie Girard; Maria Elena Chavez-Echeagaray; Javier Gonzalez-Sanchez; Yoalli Hidalgo-Pontet; Lishan Zhang; Winslow Burleson; Kurt VanLehn

doi:10.1007/978-3-642-39112-5_3

Defining the behavior of an affective learning companion in the affective meta-tutor project

Sylvie Girard, Maria Elena Chavez-Echeagaray, Javier Gonzalez-Sanchez, Yoalli Hidalgo-Pontet, Lishan Zhang, Winslow Burleson, Kurt VanLehn

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

12 Scopus citations

Abstract

Research in affective computing and educational technology has shown the potential of affective interventions to increase student's self-concept and motivation while learning. Our project aims to investigate whether the use of affective interventions in a meta-cognitive tutor can help students achieve deeper modeling of dynamic systems by being persistent in their use of meta-cognitive strategies during and after tutoring. This article is an experience report on how we designed and implemented the affective intervention. (The meta-tutor is described in a separate paper.) We briefly describe the theories of affect underlying the design and how the agent's affective behavior is defined and implemented. Finally, the evaluation of a detector-driven categorization of student behavior, that guides the agent's affective interventions, against a categorization performed by human coders, is presented.

Original language	English (US)
Title of host publication	Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings
Publisher	Springer Verlag
Pages	21-30
Number of pages	10
ISBN (Print)	9783642391118
DOIs	https://doi.org/10.1007/978-3-642-39112-5_3
State	Published - 2013
Event	16th International Conference on Artificial Intelligence in Education, AIED 2013 - Memphis, TN, United States Duration: Jul 9 2013 → Jul 13 2013

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	7926 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Other

Other	16th International Conference on Artificial Intelligence in Education, AIED 2013
Country/Territory	United States
City	Memphis, TN
Period	7/9/13 → 7/13/13

Keywords

Affective computing
Affective learning companion
Intelligent tutoring system
Meta-cognition
Robust learning

ASJC Scopus subject areas

Theoretical Computer Science
General Computer Science

Access to Document

10.1007/978-3-642-39112-5_3

Cite this

Girard, S., Chavez-Echeagaray, M. E., Gonzalez-Sanchez, J., Hidalgo-Pontet, Y., Zhang, L., Burleson, W., & VanLehn, K. (2013). Defining the behavior of an affective learning companion in the affective meta-tutor project. In Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings (pp. 21-30). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 7926 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-642-39112-5_3

Defining the behavior of an affective learning companion in the affective meta-tutor project. / Girard, Sylvie; Chavez-Echeagaray, Maria Elena; Gonzalez-Sanchez, Javier et al.
Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Springer Verlag, 2013. p. 21-30 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 7926 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Girard, S, Chavez-Echeagaray, ME, Gonzalez-Sanchez, J, Hidalgo-Pontet, Y, Zhang, L, Burleson, W & VanLehn, K 2013, Defining the behavior of an affective learning companion in the affective meta-tutor project. in Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 7926 LNAI, Springer Verlag, pp. 21-30, 16th International Conference on Artificial Intelligence in Education, AIED 2013, Memphis, TN, United States, 7/9/13. https://doi.org/10.1007/978-3-642-39112-5_3

Girard S, Chavez-Echeagaray ME, Gonzalez-Sanchez J, Hidalgo-Pontet Y, Zhang L, Burleson W et al. Defining the behavior of an affective learning companion in the affective meta-tutor project. In Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Springer Verlag. 2013. p. 21-30. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-642-39112-5_3

Girard, Sylvie ; Chavez-Echeagaray, Maria Elena ; Gonzalez-Sanchez, Javier et al. / Defining the behavior of an affective learning companion in the affective meta-tutor project. Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Springer Verlag, 2013. pp. 21-30 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{f575202350ad4d559ead5a64f5f027a7,

title = "Defining the behavior of an affective learning companion in the affective meta-tutor project",

abstract = "Research in affective computing and educational technology has shown the potential of affective interventions to increase student's self-concept and motivation while learning. Our project aims to investigate whether the use of affective interventions in a meta-cognitive tutor can help students achieve deeper modeling of dynamic systems by being persistent in their use of meta-cognitive strategies during and after tutoring. This article is an experience report on how we designed and implemented the affective intervention. (The meta-tutor is described in a separate paper.) We briefly describe the theories of affect underlying the design and how the agent's affective behavior is defined and implemented. Finally, the evaluation of a detector-driven categorization of student behavior, that guides the agent's affective interventions, against a categorization performed by human coders, is presented.",

keywords = "Affective computing, Affective learning companion, Intelligent tutoring system, Meta-cognition, Robust learning",

author = "Sylvie Girard and Chavez-Echeagaray, {Maria Elena} and Javier Gonzalez-Sanchez and Yoalli Hidalgo-Pontet and Lishan Zhang and Winslow Burleson and Kurt VanLehn",

note = "Copyright: Copyright 2021 Elsevier B.V., All rights reserved.; 16th International Conference on Artificial Intelligence in Education, AIED 2013 ; Conference date: 09-07-2013 Through 13-07-2013",

year = "2013",

doi = "10.1007/978-3-642-39112-5_3",

language = "English (US)",

isbn = "9783642391118",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

publisher = "Springer Verlag",

pages = "21--30",

booktitle = "Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings",

}

TY - GEN

T1 - Defining the behavior of an affective learning companion in the affective meta-tutor project

AU - Girard, Sylvie

AU - Chavez-Echeagaray, Maria Elena

AU - Gonzalez-Sanchez, Javier

AU - Hidalgo-Pontet, Yoalli

AU - Zhang, Lishan

AU - Burleson, Winslow

AU - VanLehn, Kurt

PY - 2013

Y1 - 2013

N2 - Research in affective computing and educational technology has shown the potential of affective interventions to increase student's self-concept and motivation while learning. Our project aims to investigate whether the use of affective interventions in a meta-cognitive tutor can help students achieve deeper modeling of dynamic systems by being persistent in their use of meta-cognitive strategies during and after tutoring. This article is an experience report on how we designed and implemented the affective intervention. (The meta-tutor is described in a separate paper.) We briefly describe the theories of affect underlying the design and how the agent's affective behavior is defined and implemented. Finally, the evaluation of a detector-driven categorization of student behavior, that guides the agent's affective interventions, against a categorization performed by human coders, is presented.

AB - Research in affective computing and educational technology has shown the potential of affective interventions to increase student's self-concept and motivation while learning. Our project aims to investigate whether the use of affective interventions in a meta-cognitive tutor can help students achieve deeper modeling of dynamic systems by being persistent in their use of meta-cognitive strategies during and after tutoring. This article is an experience report on how we designed and implemented the affective intervention. (The meta-tutor is described in a separate paper.) We briefly describe the theories of affect underlying the design and how the agent's affective behavior is defined and implemented. Finally, the evaluation of a detector-driven categorization of student behavior, that guides the agent's affective interventions, against a categorization performed by human coders, is presented.

KW - Affective computing

KW - Affective learning companion

KW - Intelligent tutoring system

KW - Meta-cognition

KW - Robust learning

UR - http://www.scopus.com/inward/record.url?scp=84879995980&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84879995980&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-39112-5_3

DO - 10.1007/978-3-642-39112-5_3

M3 - Conference contribution

AN - SCOPUS:84879995980

SN - 9783642391118

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 21

EP - 30

BT - Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings

PB - Springer Verlag

T2 - 16th International Conference on Artificial Intelligence in Education, AIED 2013

Y2 - 9 July 2013 through 13 July 2013

ER -

Defining the behavior of an affective learning companion in the affective meta-tutor project

Abstract

Publication series

Other

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this