The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Describing the emotional states that are expressed in speech
Speech Communication - Special issue on speech and emotion
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Experimental evaluation of polite interaction tactics for pedagogical agents
Proceedings of the 10th international conference on Intelligent user interfaces
Modeling self-efficacy in intelligent tutoring systems: An inductive approach
User Modeling and User-Adapted Interaction
The relative impact of student affect on performance models in a spoken dialogue tutoring system
User Modeling and User-Adapted Interaction
Responding to Student Uncertainty in Spoken Tutorial Dialogue Systems
International Journal of Artificial Intelligence in Education
Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system
Computer Speech and Language
Towards personality-based user adaptation: psychologically informed stylistic language generation
User Modeling and User-Adapted Interaction
Comparing user simulations for dialogue strategy learning
ACM Transactions on Speech and Language Processing (TSLP)
Metacognition and learning in spoken dialogue computer tutoring
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Proceedings of the 8th ACM/IEEE international conference on Human-robot interaction
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This paper evaluates dialogue-based student performance in a controlled experiment using versions of a tutoring system with and without automatic adaptation to the student affective state of uncertainty. Our performance metrics include correctness, uncertainty, and learning impasse severities, which are measured in a "test" dialogue after the tutoring treatment. Although these metrics did not significantly differ across conditions when considering all student answers in our test dialogue, we found significant differences in specific types of student answers, and these differences suggest that our uncertainty adaptation does have a positive benefit on student performance.