Affective Tutoring System

The advances in the educational field and the high complexity of student modeling have provoked it to be one of the aspects more investigated in Intelligent Tutoring Systems (ITSs). The Student Models (SMs) should not only represent the student’s knowledge, but rather they should reflect, as faithfully as possible, the student’s reasoning process. To facilitate this goal, in this article a new approach to student modeling is proposed that benefits from the advantages of Ontological Engineering, advancing in the pur- sue of a more granular and complete knowledge representation. It’s focused, mainly, on the SM cognitive diagnosis process, and we present a method providing a rich diagnosis about the student’s knowledge state – especially, about the state of learning objectives reached or not. The main goal is to achieve SMs with a good adaptability to the student’s features and a high flexibility for its integration in varied ITSs.

Modern intelligent systems are built from intelligent agents, but usually agent interaction mechanisms are described at the general level omitting design and implementation details. The paper presents aspects of practical implementation of agent interaction mechanisms in JADE platform on the basis of the set of agents for modelling student's emotions in intelligent tutoring systems. The concepts of an intelligent and affective tutoring system, agent, and agent interaction are explained, as well.

In order to promote a more dynamic and flexible communication between the learner and the system, we present a structure of a new innovative and interactive e-learning system which implements emotion and level of cognition recognition. The system has as inputs the emotional and cognitive state of the user and re-organises the content and adjusts the flow of the course. Our concept aims to increase the learning efficiency of intelligent tutoring systems by using a combination of characteristics, such as content customization ...

Schemas are cognitive knowledge structures that serve to consistently bias our interpretations of events. Some of these schemas are derived early in the developmental process, and some of these early schemas provide maladaptive interpretations of events. In other words, some of these schemas typically lead to distorted preconceptions, invalid assumptions, and unrealistic goals and expectations.

This chapter reviews instructional methods (techniques, strategies, and tactics) in the literature used to promote positive affective states resulting in the acquisition of “robust” knowledge and skill development; mitigate negative affective states, which inhibit learning; enhance and maintain learner engagement to maximize opportunities for learning; and support the development of learner perseverance or grit. For purposes of our discussion, an instructional technique is a domain-independent and largely learner-independent method used in either human- or computer-based tutoring. In other words, the technique is implemented within an ITS as a method that has been shown to have positive effect on learning across training and educational domains, and across a variety of learners and learner states and traits. Instructional techniques are best practices developed over time and include, but are not limited to error-sensitive feedback, mastery learning, adaptive spacing and repetition, ...

While significant work is being done in order to develop empathic agents which can identify emotions of the user through eye gaze and facial expressions, a neglected area, especially in the pedagogical context, is the use of voice for detection of alertness, fatigue and emotions. Some of the issues are lack of constant monitoring and visual feedback. However, such a system has advantages-the ability to work where visual monitoring is expensive, in darkness or where mobile devices cannot provide adequate visual feedback. We propose a model for a system capable of identifying emotions as well as alertness and fatigue based entirely on voice interaction, keyboard and mouse clicks; we also propose to develop an engine which can intelligently improve its prediction of emotions and cognitive states based on earlier interaction, and suggest appropriate measures to improve emotions, reduce distractions and mitigate fatigue.

While significant work is being done in order to develop empathic agents which can identify emotions of the user through eye gaze and facial expressions, a neglected area, especially in the pedagogical context, is the use of voice for detection of alertness, fatigue and emotions. Some of the issues are lack of constant monitoring and visual feedback. However, such a system has advantages-the ability to work where visual monitoring is expensive, in darkness or where mobile devices cannot provide adequate visual feedback. We propose a model for a system capable of identifying emotions as well as alertness and fatigue based entirely on voice interaction, keyboard and mouse clicks; we also propose to develop an engine which can intelligently improve its prediction of emotions and cognitive states based on earlier interaction, and suggest appropriate measures to improve emotions, reduce distractions and mitigate fatigue.

While significant work is being done in order to develop empathic agents which can identify emotions of the user through eye gaze and facial expressions, a neglected area, especially in the pedagogical context, is the use of voice for detection of alertness, fatigue and emotions. Some of the issues are lack of constant monitoring and visual feedback. However, such a system has advantages-the ability to work where visual monitoring is expensive, in darkness or where mobile devices cannot provide adequate visual feedback. We propose a model for a system capable of identifying emotions as well as alertness and fatigue based entirely on voice interaction, keyboard and mouse clicks; we also propose to develop an engine which can intelligently improve its prediction of emotions and cognitive states based on earlier interaction, and suggest appropriate measures to improve emotions, reduce distractions and mitigate fatigue.

In order to promote a more dynamic and flexible communication between the learner and the system, we present a structure of a new innovative and interactive e-learning system which implements emotion and level of cognition recognition. The system has as inputs the emotional and cognitive state of the user and re-organises the content and adjusts the flow of the course. Our concept aims to increase the learning efficiency of intelligent tutoring systems by using a combination of characteristics, such as content customization ...

A typical distance learning system has many multimedia settings, including valuable additional elements as self-control tools for student, integration with modern distance learning platform (e.g. Backboard) but often lacks elements necessary for proper individualization of learning process. It means that despite of interactive possibilities of a computer system, every student must perform the learning process in a uniform way (perhaps faster or slower). The proposed method is an adaptive automatic teaching process for individual properties and preferences of a particular student. It requires an identification of the student s psychological properties during the learning process. It is not easy, however, a feasible approach. The author proposes a novel methodology of simultaneous teaching and identification process based on a student’s behavior during the learning. The computer system can evaluate selected parameters characterizing student’s individual psychology. The extracted psychological parameters are subsequently used, as a feedback, for the selection of optimal teaching methods.

While significant work is being done in order to develop empathic agents which can identify emotions of the user through eye gaze and facial expressions, a neglected area, especially in the pedagogical context, is the use of voice for detection of alertness, fatigue and emotions. Some of the issues are lack of constant monitoring and visual feedback. However, such a system has advantages -the ability to work where visual monitoring is expensive, in darkness or where mobile devices cannot provide adequate visual feedback. We propose a model for a system capable of identifying emotions as well as alertness and fatigue based entirely on voice interaction, keyboard and mouse clicks; we also propose to develop an engine which can intelligently improve its prediction of emotions and cognitive states based on earlier interaction, and suggest appropriate measures to improve emotions, reduce distractions and mitigate fatigue.

A typical distance learning system has many multimedial settings, including valuable additional elements as self-control tools for student, integration with modern distance learning platform (e.g. Blackboard ) - but often lacks elements necessary for proper individualization of learning process. It means that despite of interactive possibilities of a computer system, every student must perform the learning process in a uniform way (perhaps faster or slower). The proposed method is an adaptive automatic teaching process for individual properties and preferences of a particular student. It requires an identification of the student's psychological properties during the learning process. It is not an easy, however, a feasible approach. The author proposes a novel methodology of simultaneous teaching and identification process based on a student's behavior during the learning. The computer system can evaluate selected parameters characterizing student's individual psycholo...

In developing a diagnosis system for detecting student's learning problems, providing intellectual suggestions is helpful and powerful tool to improve the learning performance. However, it is difficult and time consuming for teachers to give personalized suggestions to each student, particularly when there are many students in class. To cope with this problem, this study proposes concept-effect relationship model (CER) as a tool to identify the learning problem of students. Based on that, an intellectual learning guidance system has been proposed.

In developing a diagnosis system for detecting student's learning problems, providing intellectual suggestions is helpful and powerful tool to improve the learning performance. However, it is difficult and time consuming for teachers to give personalized suggestions to each student, particularly when there are many students in class. To cope with this problem, this study proposes concept-effect relationship model (CER) as a tool to identify the learning problem of students. Based on that, an intellectual learning guidance system has been proposed.

In developing a diagnosis system for detecting student's learning problems, providing intellectual suggestions is helpful and powerful tool to improve the learning performance. However, it is difficult and time consuming for teachers to give personalized suggestions to each student, particularly when there are many students in class. To cope with this problem, this study proposes concept-effect relationship model (CER) as a tool to identify the learning problem of students. Based on that, an intellectual learning guidance system has been proposed.

VILE is an ETS [Expert Tutoring System], it is a program that enables its users to learn/understand a concept or topic and is able to customize its strategies by analyzing the user’s intelligence level. Our project takes into account a lot of tried-and-tested teaching mechanisms and aims at providing a platform that makes learning easier and more productive. We have tried to incorporate techniques such as Scaffolding, Socratic Questioning and Game based approaches in an Interactive Environment to facilitate learning of various courses. Each user’s data is maintained and analyzed to determine the ZPD of each user and customize teaching techniques as per each user’s intelligence. Our system records feedback and an automated sentiment analyzer is used to grade the feedback as positive or negative, which then is reported to the instructor for further course improvement. All of this cumulative data is analyzed and courses are graded and suggested to new users who wish to register.

An ETS or an Expert Tutoring System is any program that enables its users to learn/understand a concept or topic and is able to customize its strategies by analysing the user’s intelligence level. The paper explains a lot of tried-and-tested teaching mechanisms and aims at providing suggestions to engineer a platform that makes learning easier and more productive.

In order to promote a more dynamic and flexible communication between the learner and the system, we present a structure of a new innovative and interactive e-learning system which implements emotion and level of cognition recognition. The system has as inputs the emotional and cognitive state of the user and re-organises the content and adjusts the flow of the course. Our concept aims to increase the learning efficiency of intelligent tutoring systems by using a combination of characteristics, such as content customization and user's emotion recognition, and adapting all these features into a learner-centered educational system.

In order to promote a more dynamic and flexible communication between the learner and the system, we present a structure of a new innovative and interactive e-learning system which implements emotion and level of cognition recognition. The system has as inputs the emotional and cognitive state of the user and re-organises the content and adjusts the flow of the course. Our concept aims to increase the learning efficiency of intelligent tutoring systems by using a combination of characteristics, such as content customization and user’s emotion recognition, and adapting all these features into a learner-centered educational system.

define adaptive learning 13 systems as hard and soft technologies that adjust content 14 presented to the learner using methodologies such as 15 cognitive modeling and/or sensory input. Commercial 16 games generate optimal challenge and engagement levels 17 through the use of artificial intelligence (AI) systems that 18 make adjustments to the game based on player behavior.

In this paper we will present an asynchronous educational system, with navel point an enhanced form of Webcast. This enhanced Webcast form is broadcasted through a webpage, which has been appropriately modulated with Hypertext, Java Applets and Internet services and application such as forum, portals, e-libraries, blogs, etc. This combination of technological tools will be implemented according to the modern learning theories and the didactical rules of each teaching material. So, we will have greater efficiency of the asynchronous system.