Responding to subtle, fleeting changes in the user's internal state
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Perceived Characteristics and Pedagogical Efficacy of Animated Conversational Agents
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Automatic detection of learner's affect from conversational cues
User Modeling and User-Adapted Interaction
Diagnosing and acting on student affect: the tutor's perspective
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
Applications of discourse structure for spoken dialogue systems
Applications of discourse structure for spoken dialogue systems
Scaffolding problem solving with annotated, worked-out examples to promote deep learning
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Spoken tutorial dialogue and the feeling of another's knowing
SIGDIAL '09 Proceedings of the SIGDIAL 2009 Conference: The 10th Annual Meeting of the Special Interest Group on Discourse and Dialogue
Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system
Computer Speech and Language
Leveraging hidden dialogue state to select tutorial moves
IUNLPBEA '10 Proceedings of the NAACL HLT 2010 Fifth Workshop on Innovative Use of NLP for Building Educational Applications
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
Dialogue act modeling in a complex task-oriented domain
SIGDIAL '10 Proceedings of the 11th Annual Meeting of the Special Interest Group on Discourse and Dialogue
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
International Journal of Artificial Intelligence in Education
Intuition as instinctive dialogue
Computing with instinct
Recognizing authority in dialogue with an integer linear programming constrained model
HLT '11 Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies - Volume 1
An affect-enriched dialogue act classification model for task-oriented dialogue
HLT '11 Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies - Volume 1
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Using virtual tour behavior to build dialogue models for training review
IVA'11 Proceedings of the 10th international conference on Intelligent virtual agents
Affective support in narrative-centered learning environments
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part II
Exploring user satisfaction in a tutorial dialogue system
SIGDIAL '11 Proceedings of the SIGDIAL 2011 Conference
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
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
Metacognition and learning in spoken dialogue computer tutoring
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
Learner characteristics and dialogue: recognising effective and student-adaptive tutorial strategies
International Journal of Learning Technology
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This study shows that affect-adaptive computer tutoring can significantly improve performance on learning efficiency and user satisfaction. We compare two different student uncertainty adaptations which were designed, implemented and evaluated in a controlled experiment using four versions of a wizarded spoken dialogue tutoring system: two adaptive systems used in two experimental conditions (basic and empirical), and two non-adaptive systems used in two control conditions (normal and random). In prior work we compared learning gains across the four systems; here we compare two other important performance metrics: learning efficiency and user satisfaction. We show that the basic adaptive system outperforms the normal (non-adaptive) and empirical (adaptive) systems in terms of learning efficiency. We also show that the empirical (adaptive) and random (non-adaptive) systems outperform the basic adaptive system in terms of user perception of tutor response quality. However, only the basic adaptive system shows a positive correlation between learning and user perception of decreased uncertainty.