Affect-Aware Adaptive Tutoring Based on Human-Automation Etiquette Strategies.
Objective: We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human-automation etiquette strategies.Background: Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective...
| Publicado en: | Human Factors Vol. 60; no. 4; pp. 510 - 527 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Sage Publications Inc.
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129668370&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129668370 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00187208 HMF jtl: Human Factors issn: 00187208 maglogo: Y pubinfo: dt: Jun2018 vid: 60 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 129668370 129668370 NLM29589967 129668370 10.1177/0018720818765266 NLM29589967 129668370 ppf: 510 ppct: 17 formats: tig: atl: Affect-Aware Adaptive Tutoring Based on Human-Automation Etiquette Strategies. aug: au: Yang, Euijung Dorneich, Michael C. affil: Iowa State University, Ames sug: subj: Educational Technology Automation Affect Feedback Technology User-Computer Interface Adult Human Male Female Young Adult Validation Studies Comparative Studies Evaluation Research Multicenter Studies Scales Adult: 19-44 years Male Female ab: Objective: We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human-automation etiquette strategies.Background: Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective decrements. Our previous work demonstrated that changing the interaction style via different feedback etiquette strategies has differential effects on students' motivation, confidence, satisfaction, and performance. The best etiquette strategy was also determined by user frustration.Method: Based on these findings, a rule set was developed that systemically selected the proper etiquette strategy to address one of four learning factors (motivation, confidence, satisfaction, and performance) under two different levels of user frustration. We explored whether etiquette strategy selection based on this rule set (systematic) or random changes in etiquette strategy for a given level of frustration affected the four learning factors. Participants solved mathematics problems under different frustration conditions with feedback that adapted dynamic changes in etiquette strategies either systematically or randomly.Results: The results demonstrated that feedback with etiquette strategies chosen systematically via the rule set could selectively target and improve motivation, confidence, satisfaction, and performance more than changing etiquette strategies randomly. The systematic adaptation was effective no matter the level of frustration for the participant.Conclusion: If computer tutors can vary the interaction style to effectively mitigate negative emotions, then ITS designers would have one more mechanism in which to design affect-aware adaptations that provide the proper responses in situations where human emotions affect the ability to learn. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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