Grawemeyer, B;
Mavrikis, M;
Mazziotti, C;
van Leeuwen, A;
Rummel, N;
(2018)
The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive Demands.
In: Penstein Rosé, C and Martínez-Maldonado, R and Ulrich Hoppe, H and Luckin, R and Mavrikis, M and Porayska-Pomsta, K and McLaren, B and du Boulay, B, (eds.)
Artificial Intelligence in Education: 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part II.
(pp. pp. 114-118).
Springer: Cham, Switzerland.
Preview |
Text
tasks-04.pdf - Accepted Version Download (414kB) | Preview |
Abstract
This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students’ performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only.
| Type: | Proceedings paper |
|---|---|
| Title: | The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive Demands |
| Event: | 19th International Conference on Artificial Intelligence in Education, 27–30 June 2018 London, UK |
| ISBN-13: | 9783319938455 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-319-93846-2_22 |
| Publisher version: | https://doi.org/10.1007/978-3-319-93846-2_22 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10067534 |
Archive Staff Only
 |
View Item |
