Andes: A Coached Problem Solving Environment for Physics
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Gender-Specific Approaches to Developing Emotionally Intelligent Learning Companions
IEEE Intelligent Systems
Automatic detection of learner's affect from conversational cues
User Modeling and User-Adapted Interaction
Modeling self-efficacy in intelligent tutoring systems: An inductive approach
User Modeling and User-Adapted Interaction
The relative impact of student affect on performance models in a spoken dialogue tutoring system
User Modeling and User-Adapted Interaction
Emotion Recognition through Multiple Modalities: Face, Body Gesture, Speech
Affect and Emotion in Human-Computer Interaction
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
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
International Journal of Artificial Intelligence in Education
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
International Journal of Artificial Intelligence in Education
A Survey of Affect Recognition Methods: Audio, Visual, and Spontaneous Expressions
IEEE Transactions on Pattern Analysis and Machine Intelligence
Self-Regulation of Learning with Multiple Representations in Hypermedia
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Emotions and Learning with AutoTutor
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
Responding to Learners' Cognitive-Affective States with Supportive and Shakeup Dialogues
Proceedings of the 13th International Conference on Human-Computer Interaction. Part III: Ubiquitous and Intelligent Interaction
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
User Modeling and User-Adapted Interaction
Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system
Computer Speech and Language
Affect Detection: An Interdisciplinary Review of Models, Methods, and Their Applications
IEEE Transactions on Affective Computing
New Perspectives on Affect and Learning Technologies
New Perspectives on Affect and Learning Technologies
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Modeling confusion: facial expression, task, and discourse in task-oriented tutorial dialogue
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Predicting facial indicators of confusion with hidden Markov models
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
Toward a machine learning framework for understanding affective tutorial interaction
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Computational Analysis of the Impacts of Emotion on Learning in a Social Context
WI-IAT '12 Proceedings of the The 2012 IEEE/WIC/ACM International Joint Conferences on Web Intelligence and Intelligent Agent Technology - Volume 02
Beyond the basic emotions: what should affective computing compute?
CHI '13 Extended Abstracts on Human Factors in Computing Systems
Knowledge Elicitation Methods for Affect Modelling in Education
International Journal of Artificial Intelligence in Education
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We explored the affective states that students experienced during effortful problem solving activities. We conducted a study where 41 students solved difficult analytical reasoning problems from the Law School Admission Test. Students viewed videos of their faces and screen captures and judged their emotions from a set of 14 states (basic emotions, learning-centered emotions, and neutral) at relevant points in the problem solving process (after new problem is displayed, in the midst of problem solving, after feedback is received). The results indicated that curiosity, frustration, boredom, confusion, happiness, and anxiety were the major emotions that students experienced, while contempt, anger, sadness, fear, disgust, eureka, and surprise were rare. Follow-up analyses on the temporal dynamics of the emotions, their contextual underpinnings, and relationships to problem solving outcomes supported a general characterization of the affective dimension of problem solving. Affective states differ in: (a) their probability of occurrence as regular, routine, or sporadic emotions, (b) their temporal dynamics as persistent or random emotions, (c) their characterizations as product or process related emotions, and (d) whether they were positively or negatively related to problem solving outcomes. A synthesis of our major findings, limitations, resolutions, and implications for affect-sensitive artificial learning environments are discussed.