Computers and Classroom Culture
Computers and Classroom Culture
Using a low-cost electroencephalograph for task classification in HCI research
UIST '06 Proceedings of the 19th annual ACM symposium on User interface software and technology
Brain-Computer Interfacing for Intelligent Systems
IEEE Intelligent Systems
Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence
International Journal of Artificial Intelligence in Education
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
You are wrong!: automatic detection of interaction errors from brain waves
IJCAI'05 Proceedings of the 19th international joint conference on Artificial intelligence
International Journal of Autonomous and Adaptive Communications Systems
ARTFul: adaptive review technology for flipped learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Let's learn!: enhancing user's engagement levels through passive brain-computer interfaces
CHI '13 Extended Abstracts on Human Factors in Computing Systems
Development of a taxonomy to improve human-robot-interaction through multimodal robot feedback
CHI '13 Extended Abstracts on Human Factors in Computing Systems
Designing engagement-aware agents for multiparty conversations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Let's keep in touch online: a Facebook aware virtual human interface
The Visual Computer: International Journal of Computer Graphics
Multi-Brain games: cooperation and competition
UAHCI'13 Proceedings of the 7th international conference on Universal Access in Human-Computer Interaction: design methods, tools, and interaction techniques for eInclusion - Volume Part I
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Embodied agents hold great promise as educational assistants, exercise coaches, and team members in collaborative work. These roles require agents to closely monitor the behavioral, emotional, and mental states of their users and provide appropriate, effective responses. Educational agents, for example, will have to monitor student attention and seek to improve it when student engagement decreases. In this paper, we draw on techniques from brain-computer interfaces (BCI) and knowledge from educational psychology to design adaptive agents that monitor student attention in real time using measurements from electroencephalography (EEG) and recapture diminishing attention levels using verbal and nonverbal cues. An experimental evaluation of our approach showed that an adaptive robotic agent employing behavioral techniques to regain attention during drops in engagement improved student recall abilities 43% over the baseline regardless of student gender and significantly improved female motivation and rapport. Our findings offer guidelines for developing effective adaptive agents, particularly for educational settings.