Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring System
Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring System
复制标题
融入场景：基于场景的智能辅导系统的情感和面部模式
DOI：
10.1007/978-3-319-93843-1_26
复制
发表时间：
2018
影响因子：
11.2
通讯作者：
Kallirroi Georgila
中科院分区：
文献类型：
--
作者：
Benjamin D. Nye;Shamya Karumbaiah;S. Tokel;Mark G. Core;Giota Stratou;Daniel Auerbach;Kallirroi Georgila
面部表情跟踪器输出面部动作单元（AU）的测量结果，并且越来越多地用于学习技术。在本文中，我们编译了相关工作中看到的 AU 模式，并使用因子分析来搜索语料库中隐含的类别。尽管我们的数据和之前的工作中的因素之间存在一些重叠，但我们还确定了更广泛的文献中看到的因素，但之前在学习环境的背景下没有报道过。在相关分析中，我们发现了因素与自我报告特征（例如学业努力、学习习惯和对学科的兴趣）之间关系的证据。此外，我们还发现视频观看活动和决策活动之间因素的平均水平存在差异。然而，在这项分析中，一旦考虑到问题难度和相关因素，我们无法分离出任何与学习收益或表现有显着正相关或负相关关系的面部表情。鉴于语料库中面部情感的总体水平较低，进一步的研究将探索不同的人群和学习任务，以测试可能的假设，即学习者可能处于“过度流动”的模式，即他们参与系统，但没有深入思考内容或他们的错误。
Facial expression trackers output measures for facial action units (AUs), and are increasingly being used in learning technologies. In this paper, we compile patterns of AUs seen in related work as well as use factor analysis to search for categories implicit in our corpus. Although there was some overlap between the factors in our data and previous work, we also identified factors seen in the broader literature but not previously reported in the context of learning environments. In a correlational analysis, we found evidence for relationships between factors and self-reported traits such as academic effort, study habits, and interest in the subject. In addition, we saw differences in average levels of factors between a video watching activity, and a decision making activity. However, in this analysis, we were not able to isolate any facial expressions having a significant positive or negative relationship with either learning gain, or performance once question difficulty and related factors were also considered. Given the overall low levels of facial affect in the corpus, further research will explore different populations and learning tasks to test the possible hypothesis that learners may have been in a pattern of “Over-Flow” in which they were engaged with the system, but not deeply thinking about the content or their errors.
DOI：
--
发表时间：
2006
期刊：
Int. J. Artif. Intell. Educ.
影响因子：
--
作者：
S. D’Mello;Scotty D. Craig;Jeremiah Sullins;A. Graesser
通讯作者：
S. D’Mello;Scotty D. Craig;Jeremiah Sullins;A. Graesser