User Modeling and User-Adapted Interaction
New visions of human-computer interaction: making affect compute
International Journal of Human-Computer Studies - Application of affective computing in humanComputer interaction
Affective Learning — A Manifesto
BT Technology Journal
Predicting student emotions in computer-human tutoring dialogues
ACL '04 Proceedings of the 42nd Annual Meeting on Association for Computational Linguistics
Empathic agents to reduce user frustration: The effects of varying agent characteristics
Interacting with Computers
International Journal of Human-Computer Studies
Automatic prediction of frustration
International Journal of Human-Computer Studies
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
Designing intelligent tutors that adapt to when students game the system
Designing intelligent tutors that adapt to when students game the system
Developing a generalizable detector of when students game the system
User Modeling and User-Adapted Interaction
Cohesion Relationships in Tutorial Dialogue as Predictors of Affective States
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
User Modeling and User-Adapted Interaction
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Modeling confusion: facial expression, task, and discourse in task-oriented tutorial dialogue
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Toward exploiting EEG input in a reading tutor
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Scenario-based training: director's cut
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Automatic identification of affective states using student log data in ITS
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
The dynamics between student affect and behavior occurring outside of educational software
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
Predicting facial indicators of confusion with hidden Markov models
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
Exploring the relationship between novice programmer confusion and achievement
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
Modeling learner affect with theoretically grounded dynamic bayesian networks
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
The relationship between carelessness and affect in a cognitive tutor
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
Affective support in narrative-centered learning environments
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - 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
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
Monitoring affect states during effortful problem solving activities
International Journal of Artificial Intelligence in Education
Emotion understanding and performance during computer-supported collaboration
Computers in Human Behavior
ACM Transactions on Interactive Intelligent Systems (TiiS) - Special issue on highlights of the decade in interactive intelligent systems
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Who does what in a massive open online course?
Communications of the ACM
A dynamic multimodal approach for assessing learners' interaction experience
Proceedings of the 15th ACM on International conference on multimodal interaction
UAHCI'13 Proceedings of the 7th international conference on Universal Access in Human-Computer Interaction: applications and services for quality of life - Volume Part III
An extensible micro-world for learning in the data networking professions
Information Sciences: an International Journal
Toward Exploiting EEG Input in a Reading Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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We study the incidence (rate of occurrence), persistence (rate of reoccurrence immediately after occurrence), and impact (effect on behavior) of students' cognitive-affective states during their use of three different computer-based learning environments. Students' cognitive-affective states are studied using different populations (Philippines, USA), different methods (quantitative field observation, self-report), and different types of learning environments (dialogue tutor, problem-solving game, and problem-solving-based Intelligent Tutoring System). By varying the studies along these multiple factors, we can have greater confidence that findings which generalize across studies are robust. The incidence, persistence, and impact of boredom, frustration, confusion, engaged concentration, delight, and surprise were compared. We found that boredom was very persistent across learning environments and was associated with poorer learning and problem behaviors, such as gaming the system. Despite prior hypothesis to the contrary, frustration was less persistent, less associated with poorer learning, and did not appear to be an antecedent to gaming the system. Confusion and engaged concentration were the most common states within all three learning environments. Experiences of delight and surprise were rare. These findings suggest that significant effort should be put into detecting and responding to boredom and confusion, with a particular emphasis on developing pedagogical interventions to disrupt the ''vicious cycles'' which occur when a student becomes bored and remains bored for long periods of time.