Informing the Detection of the Students' Motivational State: An Empirical Study
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Affective Learning — A Manifesto
BT Technology Journal
Multimodal affect recognition in learning environments
Proceedings of the 13th annual ACM international conference on Multimedia
Learning empathy: a data-driven framework for modeling empathetic companion agents
AAMAS '06 Proceedings of the fifth international joint conference on Autonomous agents and multiagent systems
Data Mining: Practical Machine Learning Tools and Techniques, Second Edition (Morgan Kaufmann Series in Data Management Systems)
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
Modeling parallel and reactive empathy in virtual agents: an inductive approach
Proceedings of the 7th international joint conference on Autonomous agents and multiagent systems - Volume 1
Data-Driven refinement of a probabilistic model of user affect
UM'05 Proceedings of the 10th international conference on User Modeling
A domain-independent framework for modeling emotion
Cognitive Systems Research
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
International Journal of Artificial Intelligence in Education
Does self-efficacy matter when generating feedback?
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Developing empirically based student personality profiles for affective feedback models
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Core aspects of affective metacognitive user models
UMAP'11 Proceedings of the 19th international conference on Advances in User Modeling
Integrating learning, problem solving, and engagement in narrative-centered learning environments
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
A Procedure to Create a Pedagogic Conversational Agent in Secondary Physics and Chemistry Education
International Journal of Information and Communication Technology Education
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Affect has been the subject of increasing attention in cognitive accounts of learning. Many intelligent tutoring systems now seek to adapt pedagogy to student affective and motivational processes in an effort to increase the effectiveness of tutorial interaction and improve learning outcomes. However, the majority of research on tutorial feedback has focused on pedagogical content, often at the expense of the affective component of the learning process. It is unclear under which circumstances it is more appropriate to focus directly on student affect and when support is best offered through task-related feedback. This paper proposes an inductive framework for modeling task-based and affect-based feedback to inform the behavior of pedagogical agents within a narrative-centered learning environment.