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 proceedingConference proceeding

9 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 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
CountryUnited 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)

Fingerprint Dive into the research topics of 'The impact of affect-aware support on learning tasks that differ in their cognitive demands'. Together they form a unique fingerprint.

  • 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. https://doi.org/10.1007/978-3-319-93846-2_22