Abstract
A variety of methodologies have been put forth to assess students’ affective states as they use interactive learning environments (ILEs) and intelligent tutoring systems (ITS), such as classroom observations and subjective coding, self-coding by students after replays, as well as self-reports of student emotion as students are using the learning environment. Still, it is unclear what the disadvantages of each methodology are. In particular, does measuring affect by asking students to self-report alter student affect itself? The following work explores this question of how self-reports themselves can bias affective states, within one particular tutoring system, Wayang Outpost.
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Wixon, M., Arroyo, I. (2014). When the Question is Part of the Answer: Examining the Impact of Emotion Self-reports on Student Emotion. In: Dimitrova, V., Kuflik, T., Chin, D., Ricci, F., Dolog, P., Houben, GJ. (eds) User Modeling, Adaptation, and Personalization. UMAP 2014. Lecture Notes in Computer Science, vol 8538. Springer, Cham. https://doi.org/10.1007/978-3-319-08786-3_42
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DOI: https://doi.org/10.1007/978-3-319-08786-3_42
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