Affective learning companions: strategies for empathetic agents with real-time multimodal affective sensing to foster meta-cognitive and meta-affective approaches to learning, motivation, and perseverance
Early Prediction of Student Frustration
ACII '07 Proceedings of the 2nd international conference on Affective Computing and Intelligent Interaction
Automatic Detection of Learner's Affect From Gross Body Language
Applied Artificial Intelligence
Repairing Disengagement With Non-Invasive Interventions
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Affect-aware tutors: recognising and responding to student affect
International Journal of Learning Technology
Subliminal cues while teaching: HCI technique for enhanced learning
Advances in Human-Computer Interaction - Special issue on subliminal communication in human-computer interaction
Subliminally enhancing self-esteem: impact on learner performance and affective state
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Toward Exploiting EEG Input in a Reading Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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Nowadays several researches in Intelligent Tutoring Systems are oriented toward developing emotionally sensitive tutors. These tutors use different instructional strategies addressing both learners' cognitive and affective dimensions and rely, for most of them, on explicit strategies and direct interventions. In this paper we propose a new approach to augment these tutors with new implicit strategies relying on indirect interventions. We show the feasibility of our approach through two experimental studies using a subliminal priming technique. We demonstrate that both learners' cognitive and affective states can be conditioned indirectly and show that these strategies produce a positive impact on students' interaction experience and enhance learning.