Modeling Students' Emotions from Cognitive Appraisal in Educational Games
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Task-evoked pupillary response to mental workload in human-computer interaction
CHI '04 Extended Abstracts on Human Factors in Computing Systems
Automatic prediction of frustration
International Journal of Human-Computer Studies
Eye-tracking for user modeling in exploratory learning environments: An empirical evaluation
Knowledge-Based Systems
Toward an Affect-Sensitive AutoTutor
IEEE Intelligent Systems
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
International Journal of Artificial Intelligence in Education
Mind and Body: Dialogue and Posture for Affect Detection in Learning Environments
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Empirically building and evaluating a probabilistic model of user affect
User Modeling and User-Adapted Interaction
Modeling User Affect from Causes and Effects
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Sensors Model Student Self Concept in the Classroom
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Investigating the Utility of Eye-Tracking Information on Affect and Reasoning for User Modeling
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Evaluating a decision-theoretic approach to Tailored example selection
IJCAI'07 Proceedings of the 20th international joint conference on Artifical intelligence
International Journal of Human-Computer Studies
Inducing effective pedagogical strategies using learning context features
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
Diagnosing self-efficacy in intelligent tutoring systems: an empirical study
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
International Journal of Artificial Intelligence in Education
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Enhancement of learning experience using skill-challenge balancing approach
AI'11 Proceedings of the 24th international conference on Advances in Artificial Intelligence
Fifteen years of constraint-based tutors: what we have achieved and where we are going
User Modeling and User-Adapted Interaction
Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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A long standing challenge for intelligent tutoring system (ITS) designers and educators alike is how to encourage students to take pleasure and interest in learning activities In this paper, we present findings from a user study involving students interacting with an ITS, focusing on when students express excitement, what we dub “yes!” moments These findings include an empirically-based user model that relies on both interaction and physiological sensor features to predict “yes!” events; here we describe this model, its validation, and initial indicators of its importance for understanding and fostering student interest.