Adding Human-Provided Emotional Scaffolding to an Automated Reading Tutor That Listens Increases Student Persistence

The politeness effect: Pedagogical agents and learning outcomes

“…Baylor and Ebbers (2003) have conducted experiments in which learners interact with multiple pedagogical agents, one of which seeks to motivate the learner. Other researchers such as Kort et al (2001), Aist et al (2002), and Zhou and Conati (2003) have been addressing the problem of detecting learner affect and motivation, and influencing it. User interface and agent researchers are also beginning to apply the Brown and Levinson model of politeness to human-computer interaction in other contexts (Andre´et al, 1998;Miller, 2002;Cassell and Bickmore, 2003).…”

Recognizing student emotions and attitudes on the basis of utterances in spoken tutoring dialogues with both human and computer tutors

“…Recently, some preliminary results with computer tutors have been presented to support this line of research. Aist et al (2002) have shown that adding human-provided emotional scaffolding to an automated reading tutor increases student persistence, while Craig and Graesser (2003) have found a significant relationship between studentsÕ confusion and learning during interactions with a mixed initiative dialogue tutoring system. 1 Our long-term goal is to merge these lines of dialogue and affective tutoring research, by enhancing our intelligent tutoring spoken dialogue system to automatically recognize and adapt to student emotions and attitudes, and to investigate whether this improves learning and other measures of performance.…”

Experimental evaluation of polite interaction tactics for pedagogical agents

“…Other researchers such as Kort et al [1,14], and Zhou and Conati [24] have been addressing the problem of detecting learner affect and motivation, and influencing it. Comparisons with this work are complicated by differences in terminology regarding affect and emotion.…”