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Erschienen in:
Programming Intelligent Embodied Pedagogical Agents to Teach the Beginnings of Industrial Revolution Kapitel lesen Erstes Kapitel lesen

2018 | OriginalPaper | Buchkapitel

Analysis of Permanence Time in Emotional States: A Case Study Using Educational Software

verfasst von : Helena Reis, Danilo Alvares, Patricia Jaques, Seiji Isotani

Erschienen in: Intelligent Tutoring Systems

Verlag: Springer International Publishing

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Abstract

This article presents the results of an experiment in which we investigated how prior algebra knowledge and personality can influence the permanence time from the confusion state to frustration/boredom state in a computer learning environment. Our experimental results indicate that people with a neurotic personality and a low level of algebra knowledge can deal with confusion for less time and can easily feel frustrated/bored when there is no intervention. Our analysis also suggest that people with an extroversion personality and a low level of algebra knowledge are able to control confusion for longer, leading to later interventions. These findings support that it is possible to detect emotions in a less invasive way and without the need of physiological sensors or complex algorithms. Furthermore, obtained median times can be incorporated into computational regulation models (e.g. adaptive interfaces) to regulate students’ emotion during the teaching-learning process.

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Vorheriges Kapitel The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutor
Nächstes Kapitel Scoring Summaries Using Recurrent Neural Networks
Fußnoten
1
As students can feel more than one emotion each time, in this paper we are considering the dominant emotion in a moment in time and the transition to another dominant emotion [18] during the teaching-learning process.
 
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Metadaten
Titel
Analysis of Permanence Time in Emotional States: A Case Study Using Educational Software
verfasst von
Helena Reis
Danilo Alvares
Patricia Jaques
Seiji Isotani
Copyright-Jahr
2018
Buch
Intelligent Tutoring Systems

Print ISBN: 978-3-319-91463-3

Electronic ISBN: 978-3-319-91464-0

Copyright-Jahr: 2018

DOI
https://doi.org/10.1007/978-3-319-91464-0_18