Implementation of motivational tactics in tutoring systems
Journal of Artificial Intelligence in Education
Cognitive Computer Tutors: Solving the Two-Sigma Problem
UM '01 Proceedings of the 8th International Conference on User Modeling 2001
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Establishing and maintaining long-term human-computer relationships
ACM Transactions on Computer-Human Interaction (TOCHI)
Empathic tutoring software agents using real-time eye tracking
Proceedings of the 2006 symposium on Eye tracking research & applications
Eye-tracking for user modeling in exploratory learning environments: An empirical evaluation
Knowledge-Based Systems
Gender-Specific Approaches to Developing Emotionally Intelligent Learning Companions
IEEE Intelligent Systems
The politeness effect: Pedagogical agents and learning outcomes
International Journal of Human-Computer Studies
The relative impact of student affect on performance models in a spoken dialogue tutoring system
User Modeling and User-Adapted Interaction
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Dialogue Modes in Expert Tutoring
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Multimedia Tools and Applications
A preliminary system for recognizing boredom
Proceedings of the 4th ACM/IEEE international conference on Human robot interaction
Attention guidance during example study via the model's eye movements
Computers in Human Behavior
Engagement tracing: using response times to model student disengagement
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Empirically building and evaluating a probabilistic model of user affect
User Modeling and User-Adapted Interaction
Feature Extraction and Selection for Inferring User Engagement in an HCI Environment
Proceedings of the 13th International Conference on Human-Computer Interaction. Part I: New Trends
Log file analysis for disengagement detection in e-Learning environments
User Modeling and User-Adapted Interaction
The Impact of Off-task and Gaming Behaviors on Learning: Immediate or Aggregate?
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Inducing positive emotional state in Intelligent Tutoring Systems
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
International Journal of Human-Computer Studies
Persuasion, task interruption and health regimen adherence
PERSUASIVE'07 Proceedings of the 2nd international conference on Persuasive technology
User Modeling and User-Adapted Interaction
MAINTAINING ENGAGEMENT IN LONG-TERM INTERVENTIONS WITH RELATIONAL AGENTS
Applied Artificial Intelligence - Intelligent Virtual Agents
The influence of emotions in embodied agents on human decision-making
IVA'10 Proceedings of the 10th international conference on Intelligent virtual agents
A politeness effect in learning with web-based intelligent tutors
International Journal of Human-Computer Studies
Polite web-based intelligent tutors: Can they improve learning in classrooms?
Computers & Education
Affect Detection: An Interdisciplinary Review of Models, Methods, and Their Applications
IEEE Transactions on Affective Computing
When does disengagement correlate with learning in spoken dialog computer tutoring?
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Emotion regulation during learning
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Collaborative lecturing by human and computer tutors
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
In the zone: towards detecting student zoning out using supervised machine learning
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Extraction of concept maps from textbooks for domain modeling
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
A DIY pressure sensitive chair for intelligent tutoring systems
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
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
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Proceedings of the 19th international conference on Intelligent User Interfaces
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We developed an intelligent tutoring system (ITS) that aims to promote engagement and learning by dynamically detecting and responding to students' boredom and disengagement. The tutor uses a commercial eye tracker to monitor a student's gaze patterns and identify when the student is bored, disengaged, or is zoning out. The tutor then attempts to reengage the student with dialog moves that direct the student to reorient his or her attentional patterns towards the animated pedagogical agent embodying the tutor. We evaluated the efficacy of the gaze-reactive tutor in promoting learning, motivation, and engagement in a controlled experiment where 48 students were tutored on four biology topics with both gaze-reactive and non-gaze-reactive (control condition) versions of the tutor. The results indicated that: (a) gaze-sensitive dialogs were successful in dynamically reorienting students' attentional patterns to the important areas of the interface, (b) gaze-reactivity was effective in promoting learning gains for questions that required deep reasoning, (c) gaze-reactivity had minimal impact on students' state motivation and on self-reported engagement, and (d) individual differences in scholastic aptitude moderated the impact of gaze-reactivity on overall learning gains. We discuss the implications of our findings, limitations, future work, and consider the possibility of using gaze-reactive ITSs in classrooms.