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

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    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 languageEnglish
    Title of host publicationArtificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
    PublisherSpringer-Verlag London Ltd
    Pages114-118
    Number of pages5
    Volume10948 LNAI
    ISBN (Print)9783319938455
    DOIs
    Publication statusE-pub ahead of print - 20 Jun 2018
    Event19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom
    Duration: 27 Jun 201830 Jun 2018

    Publication series

    NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
    Volume10948 LNAI
    ISSN (Print)0302-9743
    ISSN (Electronic)1611-3349

    Conference

    Conference19th International Conference on Artificial Intelligence in Education, AIED 2018
    Country/TerritoryUnited Kingdom
    CityLondon
    Period27/06/1830/06/18

    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)

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