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

  • Jason Harley
  • François Bouchet
  • Roger Azevedo
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6895)

Abstract

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.

Keywords

Pedagogical agent affect emotion intelligent tutoring systems tutoring strategies goal-setting self-regulated learning 

References

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    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)CrossRefGoogle Scholar
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    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)CrossRefGoogle Scholar
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    Ekman, P., Friesen, W.: Facial action coding system: A technique for the measurement of facial movement. Consulting Psychologists Press, Palo Alto (1978)Google Scholar
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    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)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Jason Harley
    • 1
  • François Bouchet
    • 1
  • Roger Azevedo
    • 1
  1. 1.Department of Educational and Counselling Psychology, Laboratory for the Study of Metacognition and Advanced Learning TechnologiesMcGill UniversityMontréalCanada

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