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Affect-driven Learning Outcomes Prediction in Intelligent Tutoring Systems

机译:智能教学系统中的情感驱动学习成果预测

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Equipping an Intelligent Tutoring System (ITS) with the ability to interpret affective signals from students could potentially improve the learning experience of students by enabling the tutor to monitor the students' progress and provide timely interventions as well as present appropriate affective reactions via a virtual tutor. Most ITSs equipped with affect modeling capabilities attempt to predict the emotional state of users. However, the focus in this work is instead on trying to directly predict the learning outcomes of students from a stream of video capturing the students faces as they work on a set of math problems. Using facial features extracted from a video stream, we train classifiers to directly predict the success or failure of a student's attempt to answer a question while the student has just begun to work on the problem. In this work, we first introduce a novel dataset of student interactions with MathSpring, a popular ITS. We provide an exploratory analysis of the different problem outcome classes using typical facial action unit activations. We develop baseline models to predict the problem outcome labels of students solving math problems and discuss how early problem outcome labels can be forecasted and utilized to provide possible interventions.
机译:配备能够解释学生情感信号的智能辅导系统(ITS),可以通过使辅导老师监控学生的学习进度并提供及时的干预措施,并通过虚拟辅导老师展示适当的情感反应,来潜在地改善学生的学习体验。 。大多数具有情感建模功能的ITS都试图预测用户的情绪状态。但是,这项工作的重点是试图从捕捉学生处理一系列数学问题时所面对的视频流中直接预测学生的学习成果。利用从视频流中提取的面部特征,我们训练分类器来直接预测学生在尝试解决问题时尝试回答问题的成功或失败。在这项工作中,我们首先介绍学生与流行的ITS MathSpring进行交互的新颖数据集。我们使用典型的面部动作单元激活来提供对不同问题结果类别的探索性分析。我们开发基准模型来预测解决数学问题的学生的问题结果标签,并讨论如何预测和利用早期问题结果标签提供可能的干预措施。

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