Probabilistic reasoning in intelligent systems: networks of plausible inference
Probabilistic reasoning in intelligent systems: networks of plausible inference
Interaction tactics for socially intelligent pedagogical agents
Proceedings of the 8th international conference on Intelligent user interfaces
Visual Attention in Open Learner Model Presentations: An Eye-Tracking Investigation
UM '07 Proceedings of the 11th international conference on User Modeling
Building an Affective Model for Intelligent Tutoring Systems with Base on Teachers' Expertise
MICAI '08 Proceedings of the 7th Mexican International Conference on Artificial Intelligence: Advances in Artificial Intelligence
Augmented Cognition Design Approaches for Treating Mild Traumatic Brain Injuries
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
Proceedings of the 11th International Conference on Information Integration and Web-based Applications & Services
Evaluating an affective student model for intelligent learning environments
IBERAMIA'10 Proceedings of the 12th Ibero-American conference on Advances in artificial intelligence
Assessment of learners' attention while overcoming errors and obstacles: an empirical study
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Assessment of motivation in online learning environments
AH'06 Proceedings of the 4th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
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This paper presents a model for pedagogical agents to use the learner's attention to detect motivation factors of the learner in interactive learning environments. This model is based on observations from human tutors coaching students in on-line learning tasks. It takes into account the learner's focus of attention, current task, and expected time required to perform the task. A Bayesian model is used to combine evidence from the learner's eye gaze and interface actions to infer the learner's focus of attention. Then the focus of attention is combined with information about the learner's activities, inferred by a plan recognizer, to detect the learner's degree of confidence, confusion and effort. Finally, we discuss the results of an empirical study that we performed to evaluate our model.