Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project
Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project
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定义情感元导师项目中情感学习伙伴的行为
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
K. VanLehn
中科院分区：
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作者：
Sylvie Girard;Maria Elena Chavez Echeagaray;Javier Gonzalez;Yoalli Hidalgo;Lishan Zhang;W. Burleson;K. VanLehn
情感计算和教育技术的研究表明，情感干预在提高学生的自我概念和学习动机方面具有潜力。我们的项目旨在调查在元认知导师中使用情感干预是否可以通过在辅导期间和之后持续使用元认知策略来帮助学生实现对动态系统的更深层次的建模。本文是一篇关于我们如何设计和实施情感干预的经验报告。（元导师将在另一篇论文中描述。）我们简要地描述了设计背后的情感理论，以及agent的情感行为是如何定义和实现的。最后，提出了对检测器驱动的学生行为分类的评估，该分类指导代理的情感干预，而不是由人类编码器执行的分类。
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 meta-cognitive 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.