Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading Comprehension [Konferenzbericht] Paper presented at the International Conference on Artificial Intelligence in Education (17th, 2015).

Autor/inn/en	Feng, Shi; Stewart, Janay; Clewley, Danielle; Graesser, Arthur C.
Titel	Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading Comprehension [Konferenzbericht] Paper presented at the International Conference on Artificial Intelligence in Education (17th, 2015).
Quelle	(2015), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intelligent Tutoring Systems; Educational Technology; Technology Uses in Education; Feedback (Response); Emotional Response; Nonverbal Communication; Preferences; Student Attitudes; Motivation; Undergraduate Students; Adult Literacy; Reading Comprehension; Tennessee (Memphis) + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Schülerverhalten; psychologische; Motivation (psychologisch); Leseverstehen
Abstract	We manipulated three types of short feedback (emotional, epistemic, and neutral) in an intelligent tutoring system designed to help struggling adult readers improve reading comprehension strategies. We conducted our research on college students to eventually compare with the targeted adult population. We also recorded their facial emotions. Although participants self-reported a preference for emotional feedback, there were no differences in individual motivation or usefulness ratings between emotional and epistemic feedback. Analysis from coded facial emotions indicated that participants tended to be more sensitive to epistemic feedback than emotional feedback when using AutoTutor-CSAL. [This paper was published in: C. Conati, N. Heffernan, A. Mitrovic, M. F. Verdejo (Eds.), "Proceedings of the 17th International Conference on Artificial Intelligence in Education" (pp. 570-573). Cham: Springer.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01