The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Establishing and maintaining long-term human-computer relationships
ACM Transactions on Computer-Human Interaction (TOCHI)
Affective learning companions: strategies for empathetic agents with real-time multimodal affective sensing to foster meta-cognitive and meta-affective approaches to learning, motivation, and perseverance
Integrating video games and robotic play in physical environments
Sandbox '08 Proceedings of the 2008 ACM SIGGRAPH symposium on Video games
Creating Rapport with Virtual Agents
IVA '07 Proceedings of the 7th international conference on Intelligent Virtual Agents
Towards Emotionally-Intelligent Pedagogical Agents
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Evaluating the affective tactics of an emotional pedagogical agent
Proceedings of the 2009 ACM symposium on Applied Computing
Responding to Learners' Cognitive-Affective States with Supportive and Shakeup Dialogues
Proceedings of the 13th International Conference on Human-Computer Interaction. Part III: Ubiquitous and Intelligent Interaction
Recognizing and Responding to Student Affect
Proceedings of the 13th International Conference on Human-Computer Interaction. Part III: Ubiquitous and Intelligent Interaction
Communicability for Virtual Learning: Evaluation
Proceedings of the 13th International Conference on Human-Computer Interaction. Part IV: Interacting in Various Application Domains
Sensors Model Student Self Concept in the Classroom
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Affective interaction: How emotional agents affect users
International Journal of Human-Computer Studies
Affect-aware tutors: recognising and responding to student affect
International Journal of Learning Technology
Demonstrating Empathy in a Learning Mentor Agent
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
User Modeling and User-Adapted Interaction
Robots that express emotion elicit better human teaching
Proceedings of the 6th international conference on Human-robot interaction
Evaluating a cognitive-based affective student model
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
"Should i teach or should i learn?": group learning based on the influence of mood
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part II
A time for emoting: when affect-sensitivity is and isn't effective at promoting deep learning
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Gaze tutor: A gaze-reactive intelligent tutoring system
International Journal of Human-Computer Studies
Monitoring affect states during effortful problem solving activities
International Journal of Artificial Intelligence in Education
World of Golf: a socially relevant simulation game
Proceedings of the 4th International Conference on Fun and Games
ACM Transactions on Interactive Intelligent Systems (TiiS) - Special issue on highlights of the decade in interactive intelligent systems
Tweets reveal more than you know: a learning style analysis on twitter
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
Virtual butler: what can we learn from adaptive user interfaces?
Your Virtual Butler
Training for crisis decision making - An approach based on plan adaptation
Knowledge-Based Systems
Inducing and Tracking Confusion with Contradictions during Complex Learning
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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A 2 × 2 experiment investigated the effect of elements of an affective learning companion's emotional intelligence on 76 participants aged 11 to 13 during a challenging problem-solving activity. The experiment contrasted use of an agent showing sensor-driven nonverbal mirroring with one showing prerecorded nonverbal interactions and, separately, affective support versus task support interventions. The experiment examined the effect of emotional intelligence, in terms of the presence of active listening, delivery of appropriate interventions, and type of nonverbal interactions, on the participants' experience, including frustration, perseverance, intrinsic motivation, and meta-affective skill. The hypothesized effects of interacting with a more versus less emotionally intelligent agent didn't hold true at the group level; however, the authors found significant gender differences. The results emphasize the importance of appropriately coordinating the relationships between affect- and task-based intervention and nonverbal mirroring with respect to the affective state of girls and boys. This article is part of a special issue on intelligent educational systems.