Titlebook: Intelligent Tutoring Systems; 10th International C Vincent Aleven,Judy Kay,Jack Mostow Conference proceedings 2010 The Editor(s) (if applic

FIN

0302-9743 erences on the use of advanced educational technologies that are adaptive to users or groups of users. These highly interdisciplinary conferences bring together researchers in the learning sciences, computer science, cognitive or educational psychology, cognitive science, artificial intelligence, ma

性冷淡

The Intricate Dance between Cognition and Emotion during Expert Tutoringep learning, this link has seldom been explicitly investigated during tutoring. Consequently, this paper investigates the relationship between learners’ cognitive and affective states during 50 tutoring sessions with expert human tutors. Association rule mining analyses revealed significant co-occur

Adornment

防止

Detecting Learner Frustration: Towards Mainstream Use Casesing something to mitigate our frustration and increase their helpfulness. However, computers typically do not know we are frustrated. This paper presents research showing that user frustration can be detected with good accuracy (84%) using only two types of input data (head tilt and pupil dilation).

barium-study

尖酸一点

GOAD

深陷

Predicting Student Knowledge Level from Domain-Independent Function and Content Wordsxamining their linguistic patterns in 50 tutoring sessions with expert human tutors. As an alternative to existing computational linguistic methods that focus on domain-dependent content words (e.g., velocity, RAM, speed) in interpreting a student’s response, we focused on function words (e.g., I, y

音的强弱

KSC-PaL: A Peer Learning Agentducive to learning. The peer learning agent can collaborate with a human student via dialog and actions within a graphical workspace. This paper describes the architecture and implementation of the agent and the user study we conducted to evaluate the agent. Results show that the agent is able to en

synchronous

Transforming a Linear Module into an Adaptive One: Tackling the Challenge systems for adaptive educational hypermedia have been extensively researched and found promising. Still, authoring of adaptive courses remains a challenge. In prior research, we have built an adaptive hypermedia authoring system, MOT3.0. The main focus was on enhancing the type of functionality tha