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首页> 外文期刊>Affective Computing, IEEE Transactions on >The Effects of an Interactive Software Agent on Student Affective Dynamics while Using ;an Intelligent Tutoring System
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The Effects of an Interactive Software Agent on Student Affective Dynamics while Using ;an Intelligent Tutoring System

机译：交互式软件代理对使用智能辅导系统的学生情感动态的影响

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摘要

We study the affective states exhibited by students using an intelligent tutoring system for Scatterplots with and without an interactive software agent, Scooter the Tutor. Scooter the Tutor had been previously shown to lead to improved learning outcomes as compared to the same tutoring system without Scooter. We found that affective states and transitions between affective states were very similar among students in both conditions. With the exception of the "neutral state,ȁD; no affective state occurred significantly more in one condition over the other. Boredom, confusion, and engaged concentration persisted in both conditions, representing both "virtuous cyclesȁD; and "vicious cyclesȁD; that did not appear to differ by condition. These findings imply thatȁ4;although Scooter is well liked by students and improves student learning outcomes relative to the original tutorȁ4;Scooter does not have a large effect on students'' affective states or their dynamics.
机译：我们使用带或不带互动软件代理Scooter the Tutor的Scatterplots智能辅导系统，研究学生表现出的情感状态。与没有踏板车的相同补习系统相比，以前已经证明了踏板车“导师”可以提高学习效果。我们发现，在两种情况下，学生之间的情感状态和情感状态之间的转换非常相似。除了“中性状态ȁD；在一种情况下没有情感状态显着多于另一种状态。无聊，困惑和专注的状态在两种情况下均持续存在，代表了”良好的循环ȁD；“中性状态ȁD”。和“恶性循环ȁD；似乎并没有因条件而异。这些发现暗示ȁ4；尽管踏板车受到了学生的喜爱，并且相对于原来的导师ȁ4改善了学生的学习成果；踏板车对学生的情感状态影响不大”或其动态。

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