Gender-Specific Approaches to Developing Emotionally Intelligent Learning Companions
IEEE Intelligent Systems
Modeling parallel and reactive empathy in virtual agents: an inductive approach
Proceedings of the 7th international joint conference on Autonomous agents and multiagent systems - Volume 1
Creating Rapport with Virtual Agents
IVA '07 Proceedings of the 7th international conference on Intelligent Virtual Agents
Affective Transitions in Narrative-Centered Learning Environments
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Recognizing and Responding to Student Affect
Proceedings of the 13th International Conference on Human-Computer Interaction. Part III: Ubiquitous and Intelligent Interaction
Investigating the Utility of Eye-Tracking Information on Affect and Reasoning for User Modeling
UMAP '09 Proceedings of the 17th International Conference on User Modeling, Adaptation, and Personalization: formerly UM and AH
Affect-aware tutors: recognising and responding to student affect
International Journal of Learning Technology
Modelling affect expression and recognition in an interactive learning environment
International Journal of Learning Technology
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Modeling Task-Based vs. Affect-based Feedback Behavior in Pedagogical Agents: An Inductive Approach
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
ZiF'06 Proceedings of the Embodied communication in humans and machines, 2nd ZiF research group international conference on Modeling communication with robots and virtual humans
SpringSim '10 Proceedings of the 2010 Spring Simulation Multiconference
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
Modeling learner affect with theoretically grounded dynamic bayesian networks
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
"Should i teach or should i learn?": group learning based on the influence of mood
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part II
Generalizing models of student affect in game-based learning environments
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part II
Developing empirically based student personality profiles for affective feedback models
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
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Implicit strategies for intelligent tutoring systems
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Recognizing Student Emotions using Brainwaves and Mouse Behavior Data
International Journal of Distance Education Technologies
A dynamic multimodal approach for assessing learners' interaction experience
Proceedings of the 15th ACM on International conference on multimodal interaction
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This thesis has developed an affective agent research platform that advances the architecture of relational agents and intelligent tutoring systems. The system realizes non-invasive multimodal real-time sensing of elements of user's affective state and couples this ability with an agent capable of supporting learners by engaging in real-time responsive expressivity. The agent mirrors several nonverbal behaviors believed to influence persuasion, liking, and social rapport, and responds to frustration with empathetic or task-support dialogue. Pilot studies involved 60 participants, ages 10-14 years-old, and led to an experiment involving 76 participants, ages 11-13 years-old, engaging in the Towers of Hanoi activity. The system (data collection, architecture, character interaction, and activity presentation) was iteratively tested and refined, and two "mirroring" conditions were developed: "sensor driven non-verbal interactions" and "pre-recorded non-verbal interactions". The development and training of the classifier algorithms showed the ability to predict frustration/help seeking behavior with 79% accuracy across a pilot group of 24 participants. Informed by the theory of optimal experience (Flow) and a parallel theory of a state of non-optimal experience (Stuck), developed in this thesis, the effects of "affective support" and "task support" interventions, through agent dialogue and non-verbal interactions, were evaluated relative to their appropriateness for the learner's affective state. Outcomes were assessed with respect to measures of agent emotional intelligence, social bond, and persuasion, and with respect to learner frustration, perseverance, metacognitive and meta-affective ability, beliefs of one's ability to increase one's own intelligence, and goal-mastery-orientation. A new simple measure of departure dialogue was shown to have a significant relationship with the more lengthy and explicit social bond Working Alliance Inventory survey instrument; its validity was further supported through its use in assessing the social bond relationship with other measures. Over-estimation of the duration of the activity was associated with increased frustration. Gender differences were obtained with girls showing stronger outcomes when presented with affect-support interventions and boys with task-support interventions. Coordinating the character's mirroring with intervention type and learners' frustration was shown to be important. (Copies available exclusively from MIT Libraries, Rm. 14-0551, Cambridge, MA 02139-4307. Ph. 617-253-5668; Fax 617-253-1690.)