The impact of affect-aware support on learning tasks that differ in their cognitive demands

Beate Grawemeyer; Manolis Mavrikis; Claudia Mazziotti; Anouschka van Leeuwen; Nikol Rummel

doi:10.1007/978-3-319-93846-2_22

The impact of affect-aware support on learning tasks that differ in their cognitive demands

Beate Grawemeyer, Manolis Mavrikis, Claudia Mazziotti, Anouschka van Leeuwen, Nikol Rummel

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

69 Downloads (Pure)

Abstract

This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students’ performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only.

Original language	English
Title of host publication	Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
Publisher	Springer-Verlag London Ltd
Pages	114-118
Number of pages	5
Volume	10948 LNAI
ISBN (Print)	9783319938455
DOIs	https://doi.org/10.1007/978-3-319-93846-2_22
Publication status	E-pub ahead of print - 20 Jun 2018
Event	19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom Duration: 27 Jun 2018 → 30 Jun 2018

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	10948 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	19th International Conference on Artificial Intelligence in Education, AIED 2018
Country/Territory	United Kingdom
City	London
Period	27/06/18 → 30/06/18

Bibliographical note

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-93846-2_22

ASJC Scopus subject areas

Theoretical Computer Science
Computer Science(all)

Access to Document

10.1007/978-3-319-93846-2_22

Post-PrintAccepted author manuscript, 885 KBLicence: Unspecified

Cite this

Grawemeyer, B., Mavrikis, M., Mazziotti, C., van Leeuwen, A., & Rummel, N. (2018). The impact of affect-aware support on learning tasks that differ in their cognitive demands. In Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings (Vol. 10948 LNAI, pp. 114-118). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI). Springer-Verlag London Ltd. Advance online publication. https://doi.org/10.1007/978-3-319-93846-2_22

The impact of affect-aware support on learning tasks that differ in their cognitive demands. / Grawemeyer, Beate; Mavrikis, Manolis; Mazziotti, Claudia et al.
Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Vol. 10948 LNAI Springer-Verlag London Ltd, 2018. p. 114-118 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

Grawemeyer, B, Mavrikis, M, Mazziotti, C, van Leeuwen, A & Rummel, N 2018, The impact of affect-aware support on learning tasks that differ in their cognitive demands. in Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. vol. 10948 LNAI, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10948 LNAI, Springer-Verlag London Ltd, pp. 114-118, 19th International Conference on Artificial Intelligence in Education, AIED 2018, London, United Kingdom, 27/06/18. https://doi.org/10.1007/978-3-319-93846-2_22

Grawemeyer B, Mavrikis M, Mazziotti C, van Leeuwen A, Rummel N. The impact of affect-aware support on learning tasks that differ in their cognitive demands. In Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Vol. 10948 LNAI. Springer-Verlag London Ltd. 2018. p. 114-118. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). Epub 2018 Jun 20. doi: 10.1007/978-3-319-93846-2_22

Grawemeyer, Beate ; Mavrikis, Manolis ; Mazziotti, Claudia et al. / The impact of affect-aware support on learning tasks that differ in their cognitive demands. Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Vol. 10948 LNAI Springer-Verlag London Ltd, 2018. pp. 114-118 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{79225195236544a0aa1a01aaed7526b8,

title = "The impact of affect-aware support on learning tasks that differ in their cognitive demands",

abstract = "This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students{\textquoteright} performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only.",

author = "Beate Grawemeyer and Manolis Mavrikis and Claudia Mazziotti and {van Leeuwen}, Anouschka and Nikol Rummel",

note = "The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-93846-2_22; 19th International Conference on Artificial Intelligence in Education, AIED 2018 ; Conference date: 27-06-2018 Through 30-06-2018",

year = "2018",

month = jun,

day = "20",

doi = "10.1007/978-3-319-93846-2_22",

language = "English",

isbn = "9783319938455",

volume = "10948 LNAI",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

publisher = "Springer-Verlag London Ltd",

pages = "114--118",

booktitle = "Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings",

address = "United Kingdom",

}

TY - GEN

T1 - The impact of affect-aware support on learning tasks that differ in their cognitive demands

AU - Grawemeyer, Beate

AU - Mavrikis, Manolis

AU - Mazziotti, Claudia

AU - van Leeuwen, Anouschka

AU - Rummel, Nikol

N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-93846-2_22

PY - 2018/6/20

Y1 - 2018/6/20

N2 - This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students’ performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only.

AB - This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students’ performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only.

UR - http://www.scopus.com/inward/record.url?scp=85049360310&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-93846-2_22

DO - 10.1007/978-3-319-93846-2_22

M3 - Conference proceeding

AN - SCOPUS:85049360310

SN - 9783319938455

VL - 10948 LNAI

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 114

EP - 118

BT - Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings

PB - Springer-Verlag London Ltd

T2 - 19th International Conference on Artificial Intelligence in Education, AIED 2018

Y2 - 27 June 2018 through 30 June 2018

ER -

The impact of affect-aware support on learning tasks that differ in their cognitive demands

Abstract

Publication series

Conference

Bibliographical note

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this