Detecting and Reacting to the Learner's Motivational State
ITS '92 Proceedings of the Second International Conference on Intelligent Tutoring Systems
Informing the Detection of the Students' Motivational State: An Empirical Study
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
The Design of a 'Motivating' Intelligent Assessment System
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Matching and Mismatching Learning Characteristics with Multiple Intelligence Based Content
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Detecting the Learner's Motivational States in An Interactive Learning Environment
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
International Journal of Artificial Intelligence in Education
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Motivation plays a key role in learning and teaching, in particular in technology enhanced learning environments. According to motivational theories, proper contingency design is an important prerequisite to motivate learners. In this paper, we demonstrate how confidence levels in an adaptive educational system can be raised using a contingency design technique. Learners that saw parts of a complete picture depending on their performance were more confident to solve the next task than learners who did not. Results suggest that it is possible to raise confidence levels of learners through appropriate contingency design and thus to automatically adapt to their motivational states.