Facial expression analysis for estimating learner's emotional state in intelligent tutoring systems

Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

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A Perspective Projection Tutoring System With Motivation Diagnosis and Planning

Volume 2: 27th Computers and Information in Engineering Conference, Parts A and B ◽

10.1115/detc2007-35432 ◽

2007 ◽

Cited By ~ 1

Author(s):

Yong Se Kim ◽

Hyun Jin Cha ◽

Tae Bok Yoon ◽

Jee-Hyoung Lee

Keyword(s):

Fuzzy Logic ◽

Student Success ◽

Learning Process ◽

Intelligent Tutoring Systems ◽

Multiagent System ◽

Emotional State ◽

Intelligent Tutoring ◽

Perspective Projection ◽

Tutoring System ◽

Tutoring Systems

Motivation is a paramount factor to student success. Although it is well known that the learner’s motivation and emotional state in educational contexts are very important, they have not been fully addressed in intelligent tutoring systems (ITS). In this paper, a method for integrated motivation diagnosis and motivational planning is described in a manner applied to an operable system. For the motivational diagnosis rules, three different channels of data (performance from interaction with the system, verbal communication, and feedbacks) are combined. For the motivational planning rules, four different strategies (different learning process, helps, different teaching strategies, and arousal questions or feedbacks) are combined. By applying the mechanisms, a tutoring system for the topic of perspective projection with motivation diagnosis and motivational planning on a multiagent system with fuzzy logic has been implemented.

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Tutoring Process in Emotionally Intelligent Tutoring Systems

International Journal of Technology and Educational Marketing ◽

10.4018/ijtem.2014010106 ◽

2014 ◽

Vol 4 (1) ◽

pp. 72-85 ◽

Cited By ~ 1

Author(s):

Sintija Petrovica

Keyword(s):

Intelligent Tutoring Systems ◽

Emotional State ◽

Intelligent Tutoring ◽

Point Of View ◽

Research Groups ◽

Tutoring Systems ◽

Knowledge States ◽

Close Relationship ◽

Emotionally Intelligent ◽

Selection Of

Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

Download Full-text