Examining Learners-Emotional Responses to Virtual Pedagogical Agents-Tutoring Strategies

详细信息    查看全文

• 作者：Jason Harley (1) jason.harley@mail.mcgill.ca
  Fran?ois Bouchet (1) francois.bouchet@mcgill.ca
  Roger Azevedo (1) roger.azevedo@mcgill.ca
• 关键词：Pedagogical agent – affect – emotion – intelligent tutoring systems – tutoring strategies – goal ; setting – self ; regulated learning
• 刊名：Lecture Notes in Computer Science
• 出版年：2011
• 出版时间：2011
• 年：2011
• 卷：6895
• 期：1
• 页码：449-450
• 全文大小：109.7 KB
• 参考文献：1. Pekrun, R.: The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review 18, 315–341 (2006)
  2. Calvo, R.A., D’Mello, S.: Affect Detection: An Interdisciplinary Review of Models, Methods, and Their Applications. IEEE Trans. on Affective Computing. 1, 18–37 (2010)
  3. Ekman, P., Friesen, W.: Facial action coding system: A technique for the measurement of facial movement. Consulting Psychologists Press, Palo Alto (1978)
  4. Azevedo, R., Johnson, A., Burkett, C., Fike, A., Lintean, M., Cai, Z., Rus, V.: The Role of prompting and feedback in facilitating students’ learning about science with MetaTutor. In: Pirrone, R., Azevedo, R., Biswas, G. (eds.) Proc. of the AAAI Fall Symposium on Cognitive and Metacognitive Educational Systems, pp. 11–16. Association for the Advancement of Artificial Intelligence (AAAI) Press, Menlo Park (2010)
• 作者单位：1. Department of Educational and Counselling Psychology, Laboratory for the Study of Metacognition and Advanced Learning Technologies, McGill University, 3700 McTavish Street, Room 614, Montréal, Québec H3A 1Y2, Canada
• 刊物类别：Computer Science
• 刊物主题：Artificial Intelligence and Robotics
  Computer Communication Networks
  Software Engineering
  Data Encryption
  Database Management
  Computation by Abstract Devices
  Algorithm Analysis and Problem Complexity
  
• 出版者：Springer Berlin / Heidelberg
• ISSN：1611-3349

文摘

Given the preponderance of emotions in academic settings, particularly those related to achievement emotions [1] and the strides in both affect and affectively-embodied and sensitive virtual pedagogical agents (VPAs) [2], there has been a surge in research exploring the roles and possibilities that VPAs can play in facilitating learners’ experience of positive emotions. This paper contributes to this ever-growing body of work by laying out recommendations for VPA tutorial strategies.