The impact of affect-aware support on learning tasks that differ in their cognitive demands
Publication date
2018-01-01
Authors
Grawemeyer, Beate
Mavrikis, Manolis
Mazziotti, Claudia
van Leeuwen, Anouschka
Rummel, Nikol
Editors
Luckin, Rose
Porayska-Pomsta, Kaska
du Boulay, Benedict
Mavrikis, Manolis
Penstein Rosé, Carolyn
McLaren, Bruce
Martinez-Maldonado, Roberto
Hoppe, H. Ulrich
Advisors
Supervisors
Document Type
Part of book
Metadata
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License
taverne
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.
Keywords
Taverne, Theoretical Computer Science, General Computer Science
Citation
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 R Luckin, K Porayska-Pomsta, B du Boulay, M Mavrikis, C Penstein Rosé, B McLaren, R Martinez-Maldonado & H U Hoppe (eds), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10948 LNAI, Springer, 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, conference