Repairing deactivating negative emotions with student progress pages

Dovan Rai; Ivon Arroyo; Lynn Stephens; Cecil Lozano; Winslow Burleson; Beverly Park Woolf; Joseph E. Beck

doi:10.1007/978-3-642-39112-5_115

Repairing deactivating negative emotions with student progress pages

Dovan Rai, Ivon Arroyo, Lynn Stephens, Cecil Lozano, Winslow Burleson, Beverly Park Woolf, Joseph E. Beck

Computing and Augmented Intelligence, School of (IAFSE-SCAI)

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

4 Scopus citations

Abstract

We report on two studies that suggest that showing reports of student progress at key moments of deactivating negative emotions (boredom or lack of excitement) can help improve students' affective state and learning behavior while using an adaptive math tutoring system. The studies involved 160 middle-school students in public schools in Arizona and California who reported higher levels of interest and excitement and also demonstrated more positive engagement behavior when using the intervention progress pages.

Original language	English (US)
Title of host publication	Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings
Publisher	Springer Verlag
Pages	795-798
Number of pages	4
ISBN (Print)	9783642391118
DOIs	https://doi.org/10.1007/978-3-642-39112-5_115
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

Affect
Engagement behavior
Metacognition
Open learner modeling

ASJC Scopus subject areas

Theoretical Computer Science
General Computer Science

Access to Document

10.1007/978-3-642-39112-5_115

Cite this

Rai, D., Arroyo, I., Stephens, L., Lozano, C., Burleson, W., Woolf, B. P., & Beck, J. E. (2013). Repairing deactivating negative emotions with student progress pages. In Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings (pp. 795-798). (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_115

Repairing deactivating negative emotions with student progress pages. / Rai, Dovan; Arroyo, Ivon; Stephens, Lynn et al.
Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Springer Verlag, 2013. p. 795-798 (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

Rai, D, Arroyo, I, Stephens, L, Lozano, C, Burleson, W, Woolf, BP & Beck, JE 2013, Repairing deactivating negative emotions with student progress pages. 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. 795-798, 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_115

Rai D, Arroyo I, Stephens L, Lozano C, Burleson W, Woolf BP et al. Repairing deactivating negative emotions with student progress pages. In Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Springer Verlag. 2013. p. 795-798. (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_115

Rai, Dovan ; Arroyo, Ivon ; Stephens, Lynn et al. / Repairing deactivating negative emotions with student progress pages. Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings. Springer Verlag, 2013. pp. 795-798 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{342a71dc6dd745b7836ad8998a561a22,

title = "Repairing deactivating negative emotions with student progress pages",

abstract = "We report on two studies that suggest that showing reports of student progress at key moments of deactivating negative emotions (boredom or lack of excitement) can help improve students' affective state and learning behavior while using an adaptive math tutoring system. The studies involved 160 middle-school students in public schools in Arizona and California who reported higher levels of interest and excitement and also demonstrated more positive engagement behavior when using the intervention progress pages.",

keywords = "Affect, Engagement behavior, Metacognition, Open learner modeling",

author = "Dovan Rai and Ivon Arroyo and Lynn Stephens and Cecil Lozano and Winslow Burleson and Woolf, {Beverly Park} and Beck, {Joseph E.}",

year = "2013",

doi = "10.1007/978-3-642-39112-5_115",

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 = "795--798",

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

note = "16th International Conference on Artificial Intelligence in Education, AIED 2013 ; Conference date: 09-07-2013 Through 13-07-2013",

}

TY - GEN

T1 - Repairing deactivating negative emotions with student progress pages

AU - Rai, Dovan

AU - Arroyo, Ivon

AU - Stephens, Lynn

AU - Lozano, Cecil

AU - Burleson, Winslow

AU - Woolf, Beverly Park

AU - Beck, Joseph E.

PY - 2013

Y1 - 2013

N2 - We report on two studies that suggest that showing reports of student progress at key moments of deactivating negative emotions (boredom or lack of excitement) can help improve students' affective state and learning behavior while using an adaptive math tutoring system. The studies involved 160 middle-school students in public schools in Arizona and California who reported higher levels of interest and excitement and also demonstrated more positive engagement behavior when using the intervention progress pages.

AB - We report on two studies that suggest that showing reports of student progress at key moments of deactivating negative emotions (boredom or lack of excitement) can help improve students' affective state and learning behavior while using an adaptive math tutoring system. The studies involved 160 middle-school students in public schools in Arizona and California who reported higher levels of interest and excitement and also demonstrated more positive engagement behavior when using the intervention progress pages.

KW - Affect

KW - Engagement behavior

KW - Metacognition

KW - Open learner modeling

UR - http://www.scopus.com/inward/record.url?scp=84880028024&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880028024&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-39112-5_115

DO - 10.1007/978-3-642-39112-5_115

M3 - Conference contribution

AN - SCOPUS:84880028024

SN - 9783642391118

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

SP - 795

EP - 798

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 -

Repairing deactivating negative emotions with student progress pages

Abstract

Publication series

Other

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this