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A Time for Emoting: When Affect-Sensitivity Is and Isn’t Effective at Promoting Deep Learning

Item

Title
A Time for Emoting: When Affect-Sensitivity Is and Isn’t Effective at Promoting Deep Learning
Abstract/Description
We have developed and evaluated an affect-sensitive version of AutoTutor, a dialogue based ITS that simulates human tutors. While the original AutoTutor is sensitive to learners’ cognitive states, the affect-sensitive tutor is responsive to their affective states as well. This affective tutor automatically detects learners’ boredom, confusion, and frustration by monitoring conversational cues, gross body language, and facial features. The sensed affective states guide the tutor’s responses in a manner that helps students regulate their negative emotions. The tutor also synthesizes affect via the verbal content of its responses and the facial expressions and speech of an embodied pedagogical agent. An experiment comparing the affect-sensitive and non-affective tutors indicated that the affective tutor improved learning for low-domain knowledge students, particularly at deeper levels of comprehension. We conclude by discussing the conditions upon which affect-sensitivity is effective, and the conditions when it is not.
Author/creator
D’Mello, Sidney
Lehman, Blair
Sullins, Jeremiah
Daigle, Rosaire
Combs, Rebekah
Vogt, Kimberly
Perkins, Lydia
Graesser, Art
Date
2010
In publication
Intelligent Tutoring Systems
Series
Lecture Notes in Computer Science
Editor
Aleven, Vincent
Kay, Judy
Mostow, Jack
Pages
245-254
Publisher
Springer
Resource type
en Background/Context
Medium
en Print
Background/context type
en Conceptual
Open access/free-text available
en Yes
Peer reviewed
en Yes
Language
en
ISBN
978-3-642-13388-6
DOI
10.1007/978-3-642-13388-6_29
URL
Official Publisher's Webpage (Springer Link)
Full-text PDF Shared by Author (ResearchGate)
Citation
D’Mello, S., Lehman, B., Sullins, J., Daigle, R., Combs, R., Vogt, K., Perkins, L., & Graesser, A. (2010). A Time for Emoting: When Affect-Sensitivity Is and Isn’t Effective at Promoting Deep Learning. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems (pp. 245–254). Springer. https://doi.org/10.1007/978-3-642-13388-6_29
Place
Berlin, Heidelberg
Item sets
Handbook Chapter 20 Citations

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