affect in tutoringPedagogically-relevant emotoins“basic” emotions revisitedFlowD’mello & GraesserEmerging literature on affect and learningAffect informed learningconjectureSlide Number 9Slide Number 10Crystal Island: Narrative-centered learning environmentConceptGathering InformationGathering InformationHypothesis TestingDrawing ConclusionsReporting FindingsVideoComplications?Slide Number 20Slide Number 21StudySlide Number 23Slide Number 24Slide Number 25PersonalitySlide Number 27Next step: Explicitly reacting to affectData collectionSlide Number 30over time…Predicting student emotionSlide Number 33Slide Number 34Can recognize student affect. So what?affect in tutoringPedagogically-relevant emotoins• Engagement • Flow• Confusion• Frustration• Boredom“basic” emotions revisited• dimensional• pedagogicalFlowFrustrationD’mello & Graesser• Boredom• Confusion• Delight• Flow• FrustrationEmerging literature on affect and learningAffect informed learningconjectureCrystal Island: Narrative-centered learning environmentConceptGathering InformationGathering InformationHypothesis TestingDrawing ConclusionsReporting FindingsVideo• http://www.intellimedia.ncsu.edu/ci8-videoTour.htmlComplications?Study• 153 middle school participants used Crystal Island (80 males, 70 females), 13.3 years old• 50% Caucasian, 32% African American, 13% Hispanic or Latino, 5% Other• Measures– Microbiology content pre -test and post-test– In-Game Score– Presence Questonnaire– Perceived Interest Questonnaire• Sessions lasted until Student completed scenario, OR 60 minutes elapsedPersonalityNext step: Explicitly reacting to affectData collectionover time…Predicting student emotion• Use model inspired by appraisal theory:– emotions tied to goals– For goals use Elliot and Pekrun (2007) Hierarchical Model of Achievement EmotionsCan recognize student affect. So what?Try to shape emotion to maximize learningUse “empathy”
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