Implementation of motivational tactics in tutoring systems
Journal of Artificial Intelligence in Education
Experimental evaluation of polite interaction tactics for pedagogical agents
Proceedings of the 10th international conference on Intelligent user interfaces
Sangam: a distributed pair programming plug-in for Eclipse
eclipse '04 Proceedings of the 2004 OOPSLA workshop on eclipse technology eXchange
Constructing computer-based tutors that are socially sensitive: Politeness in educational software
International Journal of Human-Computer Studies
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Dialogue-Learning Correlations in Spoken Dialogue Tutoring
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Content Matters: An Investigation of Feedback Categories within an ITS
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Beyond the code-and-count analysis of tutoring dialogues
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Raising confidence levels using motivational contingency design techniques
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Motivating the learner: an empirical evaluation
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Detecting Guessed and Random Learners' Answers through Their Brainwaves
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Enhancing learning with off-task social dialogues
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
International Journal of Artificial Intelligence in Education
Feasibility of a socially intelligent tutor
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
“Yes!”: using tutor and sensor data to predict moments of delight during instructional activities
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
Characterizing the effectiveness of tutorial dialogue with hidden markov models
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Fifteen years of constraint-based tutors: what we have achieved and where we are going
User Modeling and User-Adapted Interaction
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
Rudeness and rapport: insults and learning gains in peer tutoring
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
SIGDIAL '12 Proceedings of the 13th Annual Meeting of the Special Interest Group on Discourse and Dialogue
The effect of positive feedback in a constraint-based intelligent tutoring system
Computers & Education
An initial evaluation of metacognitive scaffolding for experiential training simulators
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
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A key challenge in the design of tutorial dialogue systems is identifying tutorial strategies that can effectively balance the tradeoffs between cognitive and affective student outcomes. This balance is problematic because the precise nature of the interdependence between cognitive and affective strategies is not well understood. Furthermore, previous studies suggest that some cognitive and motivational goals are at odds with one another because a tutorial strategy designed to maximize one may negatively impact the other. This paper reports on a tutorial dialogue study that investigates motivational strategies and cognitive feedback. It was found that the choice of corrective tutorial strategy makes a significant difference in the outcomes of both student learning gains and self-efficacy gains.