Inducing positive emotional state in Intelligent Tutoring Systems

Authors:
Soumaya Chaffar;Lotfi Derbali;Claude Frasson
Affiliations:
HERON Lab/ Computer Science Department/ University of Montré/al, CP 6128 succ. Centre Ville Montré/al, QC, H3T-1J4, Canada, {chaffars,derbalil,frasson}@iro.umontreal.ca;HERON Lab/ Computer Science Department/ University of Montré/al, CP 6128 succ. Centre Ville Montré/al, QC, H3T-1J4, Canada, {chaffars,derbalil,frasson}@iro.umontreal.ca;HERON Lab/ Computer Science Department/ University of Montré/al, CP 6128 succ. Centre Ville Montré/al, QC, H3T-1J4, Canada, {chaffars,derbalil,frasson}@iro.umontreal.ca
Venue:
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Year:
2009

Citing 0
Cited 5

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
AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back

ACM Transactions on Interactive Intelligent Systems (TiiS) - Special issue on highlights of the decade in interactive intelligent systems
Assessment of learners' motivation during interactions with serious games: a study of some motivational strategies in food-force

Advances in Human-Computer Interaction - Special issue on User Assessment in Serious Games and Technology-Enhanced Learning
Inducing and Tracking Confusion with Contradictions during Complex Learning

International Journal of Artificial Intelligence in Education - Best of AIED 2011

Quantified Score

Hi-index	0.00

Visualization

Abstract

The emotional factor has been never taken into account in Intelligent Tutoring Systems (ITS) until recently. However, emotions play a crucial role in cognitive processes particularly in learning tasks [4]. Thus, our purpose in this research study was to analyse the effect of some tutoring actions on the learner's emotional state in order to ascertain the feasibility of positive emotions inducing in ITSs. To achieve this aim, we developed a data structure web course and a virtual tutor using different pedagogical actions to induce positive emotions in the learner. We have conducted an experiment to collect participants' physiological responses after the tutoring actions. The results of this experimental study showed that certain actions have significant positive effects on the learner's emotional state.