Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project
نویسندگان
چکیده
Research in affective computing and educational technology has shown the potential of affective interventions to increase student’s self-concept and motivation while learning. Our project aims to investigate whether the use of affective interventions in a meta-cognitive tutor can help students achieve deeper modeling of dynamic systems by being persistent in their use of metacognitive strategies during and after tutoring. This article is an experience report on how we designed and implemented the affective intervention. (The meta-tutor is described in a separate paper.) We briefly describe the theories of affect underlying the design and how the agent’s affective behavior is defined and implemented. Finally, the evaluation of a detector-driven categorization of student behavior, that guides the agent’s affective interventions, against a categorization performed by human coders, is presented.
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The Affective Meta-Tutoring Project: Lessons Learned
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