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Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches

Franz Wortha, Roger Azevedo, Michelle Taub, Susanne Narciss
2019 Frontiers in Psychology  
The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based tutoring system.  ...  These results reveal the importance of negative emotions during learning with MetaTutor.  ...  Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or Social Sciences  ... 
doi:10.3389/fpsyg.2019.02678 pmid:31849780 pmcid:PMC6901792 fatcat:jfsjsekslvhejh5z7twrg7l6ie

Affective learning: improving engagement and enhancing learning with affect-aware feedback

Beate Grawemeyer, Manolis Mavrikis, Wayne Holmes, Sergio Gutiérrez-Santos, Michael Wiedmann, Nikol Rummel
2017 User modeling and user-adapted interaction  
plays in the adaptive delivery of formative feedback to support learning.  ...  We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions.  ...  Thanks to all our iTalk2Learn colleagues for their support and ideas.  ... 
doi:10.1007/s11257-017-9188-z fatcat:4eacmcwygbhfxcjgxt73n5jrc4

Evaluation of a Meta-tutor for Constructing Models of Dynamic Systems [chapter]

Lishan Zhang, Winslow Burleson, Maria Elena Chavez-Echeagaray, Sylvie Girard, Javier Gonzalez-Sanchez, Yoalli Hidalgo-Pontet, Kurt VanLehn
2013 Lecture Notes in Computer Science  
We conducted three experiments to test the effectiveness of the meta-tutor. The results indicate that students who studied with meta-tutor did indeed engage in more deep modelling practices.  ...  Thus, the next stage of the research is to add an affective agent that will try to persuade students to persist in using the taught strategies even when the meta-tutoring and tutoring have ceased.  ...  Acknowledgements This material is based upon work supported by the National Science Foundation, United States (_100000001) under Grant No. 0910221.  ... 
doi:10.1007/978-3-642-39112-5_84 fatcat:v4ba2hywfnclth4wp2kzedry4e

Evaluation of a meta-tutor for constructing models of dynamic systems

Lishan Zhang, Kurt VanLehn, Sylvie Girard, Winslow Burleson, Maria Elena Chavez-Echeagaray, Javier Gonzalez-Sanchez, Yoalli Hidalgo-Pontet
2014 Computers & Education  
We conducted three experiments to test the effectiveness of the meta-tutor. The results indicate that students who studied with meta-tutor did indeed engage in more deep modelling practices.  ...  Thus, the next stage of the research is to add an affective agent that will try to persuade students to persist in using the taught strategies even when the meta-tutoring and tutoring have ceased.  ...  Acknowledgements This material is based upon work supported by the National Science Foundation, United States (_100000001) under Grant No. 0910221.  ... 
doi:10.1016/j.compedu.2014.02.015 fatcat:ok7kievonnbvngotovdnme43a4

Dysregulated Learning with Advanced Learning Technologies

R Azevedo, R Feyzi-Behnagh
2011 Journal of e-Learning and Knowledge Society   unpublished
of the task, (5) metacognitively monitor the use of strategies and make accurate metacognitive judgments, and (6) intelligently adapt behavior during learning so as to maximize learning and understanding  ...  Examples of dysregulated learning include failures to: (1) encode contextual demands, (2) deploy effective learning strategies, (3) modify and update internal standards, (4) deal with the dynamic nature  ...  Acknowledgements The research presented in this paper has been supported by funding from the National Science Foundation (DRL 0633918, and DRL 1008282).  ... 
fatcat:rbrhfok3hjd6lbbis3hlg5jpgm

Towards Integration of Cognitive Models in Dialogue Management: Designing the Virtual Negotiation Coach Application

Andrei Malchanau, Volha Petukhova, Harry Bunt
2019 Dialogue and Discourse  
The agent employs instance-based learning to decide about its own actions and to reflect on the behaviour of the opponent.  ...  Subjective perception of effectiveness, efficiency and satisfaction were correlated with various objective performance metrics, e.g. number of (in)appropriate system responses, recovery strategies, and  ...  Acknowledgments The research reported here was partly funded by the EU FP7 Metalogue project, under grant agreement number 611073.  ... 
doi:10.5087/dad.2018.202 fatcat:fb5j4vzpprgtxicecntye6aqdq

Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings

Élise Lavoué, Gaëlle Molinari, Yannick Prié, Safè Khezami
2015 Computers & Education  
to reflect on action, with an increase in the use of their partners' markers in the second reflection reports; (5) reflected mainly on their partner in the first reflection reports and more on themselves  ...  A quantitative descriptive analysis was conducted on the markers put in action, on their use to reflect on action and on the reflection categories of the sentences in these reports.  ...  The MetaTutor platform (Azevedo, Witherspoon, Chauncey, Burkett, & Fike, 2009; Azevedo et al., 2012) offers an adaptive scaffolding and feedback provided by a human tutor or a pedagogical agent that  ... 
doi:10.1016/j.compedu.2015.05.001 fatcat:abz55niepzgq3ffdlcpy2oy5qq

Reflection-in-Action Markers for Reflection-on-Action in Computer-Supported Collaborative Learning Settings [article]

Élise Lavoué, Gaëlle Molinari, Yannick Prié, Safè Khezami
2015 arXiv   pre-print
to reflect on action, with an increase in the use of their partners's markers in the second reflection reports; (5) reflected mainly on their partner in the first reflection reports and more on themselves  ...  A quantitative descriptive analysis was conducted on the markers put in action, on their use to reflect on action and on the reflection categories of the sentences in these reports.  ...  The MetaTutor platform (Azevedo, Witherspoon, Chauncey, Burkett, & Fike, 2009; Azevedo et al., 2012) offers an adaptive scaffolding and feedback provided by a human tutor or a pedagogical agent that  ... 
arXiv:1505.04609v1 fatcat:o6lxxeldsfe67fpactx5rjpxii

Cognitive architecture of multimodal multidimensional dialogue management [article]

Andrei Malchanau, Universität Des Saarlandes, Universität Des Saarlandes
2019
Cognitive Task Agents, producing detailed simulation of human learning, prediction, adaption and decision making, are integrated in the multi-agent Dialogue Manager.  ...  This work utilises recent advances in Instance-Based Learning of Theory of Mind skills and the established Cognitive Task Analysis and ACT-R models.  ...  My thanks go to the members of the Metalogue consortium: Jan Alexandersson, the whole DFKI coordinating and research team, Nick Campbell and Saturnino Luz (Trinity College Dublin), Alexander Stricker and  ... 
doi:10.22028/d291-27856 fatcat:wehwbyc5jvaftnpjceul4gela4

Modeling Student Affective State Patterns during Self-Regulated Learning in Physics Playground

Shiming Kai
2019
In parallel, I define aggregated behavioral features that represent the self-observation and strategic planning components of self-regulated learning.  ...  This dissertation research focuses on investigating the incidence of student self-regulated learning behavior, and examines patterns in student affective states that accompany such self-regulated behavior  ...  These pedagogical agents guide students through the learning process, prompt them to engage in the various selfregulated learning strategies, and provided adaptive feedback on their actions within the  ... 
doi:10.7916/d8-z5be-xm41 fatcat:xinzfskwgnbchjuhoiqg7oymqu

Supporting Learner-Controlled Problem Selection in Intelligent Tutoring Systems

Yanjin Long
2018
Furthermore, theories of SRL emphasize the important role of motivations in facilitating effective SRL processes, but not much prior work in ITS has integrated designs that could foster the motivations  ...  With the fast development of online learning technologies, helping students acquire SRL skills becomes critical to student learning.  ...  MetaTutor implements pedagogical agents to prompt and provide feedback on students' use of different metacognitive processes, such as planning, monitoring and self-assessing (Azevedo et al., 2009) .  ... 
doi:10.1184/r1/6723413 fatcat:ltqdrgql3felzi6xrc7kvzcwpu

Learning About Queer History with a Multimedia Mobile App: The Role of Emotions

Byunghoon Ahn
2019
Pekrun's (2006) Control Value Theory (CVT) of Achievement Emotions associates positive-activating emotions (e.g., enjoyment) with better learning outcomes and the opposite for negative-deactivating emotions  ...  Achievement emotions are important in learning, as they influence learners' cognitive, motivational, and regulatory processes.  ...  Specifically, they recorded learner activities such as typing out notes, or the interaction with the pedagogical agent to assess learners' learning strategies (taking notes and summarizing), judgments  ... 
doi:10.7939/r3-jv6j-p739 fatcat:kbww5fyhqjcprcq4pqjgekvugu