Title: Affect-aware tutors: recognising and responding to student affect

 

Author: Beverly Woolf, Winslow Burleson, Ivon Arroyo, Toby Dragon, David Cooper, Rosalind Picard

 

Addresses:
Department of Computer Science, University of Massachusetts, Amherst, USA.
School of Computer Science and Informatics/Arts, Media and Engineering, Arizona State University, USA.
Department of Computer Science, University of Massachusetts, Amherst, USA.
Department of Computer Science, University of Massachusetts, Amherst, USA.
Department of Computer Science, University of Massachusetts, Amherst, USA.
Affective Computing Research Group, M.I.T. Media Laboratory, USA

 

Journal: Int. J. of Learning Technology, 2009 Vol.4, No.3/4, pp.129 - 164

 

Abstract: Theories and technologies are needed to understand and integrate the knowledge of student affect (e.g., frustration, motivation and self-confidence) into learning models. Our goals are to redress the cognitive versus affective imbalance in teaching systems, develop tools that model student affect and build tutors that elicit, measure and respond to student affect. This article describes our broad approach towards this goal and our three main objectives: develop tools for affect recognition, interventions in response to student affect, and emotionally animated agents.

 

Keywords: affective recognition; affective feedback; multimodal sensing; motivation; learning companions; learner modelling; intelligent tutors; affect awareness; student affect; frustration; self-confidence; interventions; emotion; emotionally animated agents.

 

DOI: http://dx.doi.org/10.1504/IJLT.2009.028804

 

Available online 03 Oct 2009

 

 

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