Implementation of motivational tactics in tutoring systems
Journal of Artificial Intelligence in Education
Adding animated presentation agents to the interface
Proceedings of the 2nd international conference on Intelligent user interfaces
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Affective Learning — A Manifesto
BT Technology Journal
Extending Intelligent Tutoring Systems to Mobile Devices
KES '08 Proceedings of the 12th international conference on Knowledge-Based Intelligent Information and Engineering Systems, Part I
Towards Real-Time Authoring of Believable Agents in Interactive Narrative
IVA '08 Proceedings of the 8th international conference on Intelligent Virtual Agents
Intelligent Pedagogical Agents for Intelligent Tutoring Systems
CSSE '08 Proceedings of the 2008 International Conference on Computer Science and Software Engineering - Volume 01
Authoring Neuro-fuzzy Tutoring Systems for M and E-Learning
MICAI '08 Proceedings of the 7th Mexican International Conference on Artificial Intelligence: Advances in Artificial Intelligence
Combining Empirical Studies of Audio-Lingual and Visual-Facial Modalities for Emotion Recognition
KES '07 Knowledge-Based Intelligent Information and Engineering Systems and the XVII Italian Workshop on Neural Networks on Proceedings of the 11th International Conference
WI-IAT '08 Proceedings of the 2008 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology - Volume 01
Review: Student modeling approaches: A literature review for the last decade
Expert Systems with Applications: An International Journal
Hi-index | 12.05 |
Web-based education is particularly appropriate for remote teaching and learning at any time and place, away from classrooms and does not necessarily require the presence of a human instructor. The need for time and place independence is even greater in some cases, such as for medical instructors who are usually doctors that have to treat patients on top of their tutoring duties. However, this independence from real teachers and classrooms may influence negatively the students who may feel deprived of the benefits of human-human interaction. In this paper we describe a novel approach for incorporating affective characteristics into e-learning through an authoring tool. The authoring tool incorporates and adapts principles of a cognitive theory for modeling possible emotional states that a tutoring agent may use for educational purposes. Medical instructors may use this authoring tool to create their own educational characters that will interact affectively with their students in the e-learning environment.