On Incorporating Affective Support to an Intelligent Tutoring System: an Empirical Study

• Cristina Cunha-Pérez ^[1] ; Miguel Arevalillo-Herráez ^[2] ; Luis Marco-Giménez ^[2] ; David Arnau ^[2]
  1. [1] Universidad Católica de Valencia San Vicente Mártir

     Universidad Católica de Valencia San Vicente Mártir

     Valencia, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 13, Nº. 2, 2018, págs. 63-69
• Idioma: inglés
• DOI: 10.1109/rita.2018.2831760
• Texto completo no disponible (Saber más ...)
• Resumen

  • Previous research studies have reported strong evidence that the emotional state of students may have a considerable impact on their learning. In this paper, we present an empirical study that evidences that it is possible to influence the user's affective state in a controlled way, by adapting the system's response. As part of this paper, we have analyzed the affective impact of varying the level of help provided in an existing Intelligent Tutoring System. Results show that it is possible to use classification approaches to predict positive and negative variations in dominance, valence, arousal, and performance to a reasonable level of accuracy.

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