Conference Paper

Sensors Model Student Self Concept in the Classroom.

DOI: 10.1007/978-3-642-02247-0_6 Conference: User Modeling, Adaptation, and Personalization, 17th International Conference, UMAP 2009, formerly UM and AH, Trento, Italy, June 22-26, 2009. Proceedings
Source: DBLP

ABSTRACT In this paper we explore ndings from three experiments that use minimally invasive sensors with a web based geometry tutor to create a user model. Minimally invasive sensor technology is mature enough to equip classrooms of up to 25 students with four sensors at the same time while using a computer based intelligent tutoring system. The sensors, which are on each student's chair, mouse, monitor, and wrist, provide data about posture, movement, grip tension, arousal, and facially expressed mental states. This data may provide adaptive feedback to an intelligent tutoring system based on an individual student's aective states. The experiments show that when sensor data supplements a user model based on tutor logs, the model reects a larger percentage of the students' self-concept than a user model based on the tutor logs alone. The models are further expanded to classify four ranges of emotional self-concept including frustration, interest, condence, and excitement with over 78% accuracy. The emotional predictions are a rst step for intelligent tutor systems to create sensor based personalized feedback for each student in a classroom environment. Bringing sensors to our children's schools addresses real problems of students' relationship to mathematics as they are learning the subject.

0 Bookmarks
 · 
94 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: We propose a novel approach to support teacher's work in an unpredictable learning environment, such as a robotics class. The Conflative Learning Environment (CLE) approach blends the roles of the student, the teacher, and the software developer by taking the diverse users of the learning environments beyond their traditional, fixed roles and blending the users' activities and working environments with each other. We report results from a qualitative study indicating that a novel monitoring environment developed by following the CLE approach helped teachers to recognize students' particular problems better than when observing the students without such support. Results of the study have been used to guide us in the further development of the CLE approach and the monitoring environment.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: When search engine users have trouble finding what they are looking for, they become frustrated. In a pilot study, we found that 36% of queries submitted end with users being moderately to extremely frustrated. By modeling searcher frustration, search engines can predict the current state of user frustration, tailor the search experience to help the user find what they are looking for, and avert them from switch-ing to another search engine. Among other observations, we found that across the fifteen users and six tasks in our study, frustration follows a law of conservation: a frustrated user tends to stay frustrated and a non-frustrated user tends to stay not frustrated. Future work includes extracting fea-tures from the query log data and readings from three phys-ical sensors collected during the study to predict searcher frustration.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender’s learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students’ style of use of the system, motivational goals, affective needs, and cognitive/affective benefits, as well as the impact of affective interventions involving pedagogical agents. We describe 4 studies, with hundreds of students in public schools over several years, which suggest that technology responses should probably be customized to each gender. This article shows differential results before, during, and after the use of adaptive tutoring software, indicating that digital tutoring systems can be an important supplement to mathematics classrooms but that male and female students should be addressed differently. Female students were more receptive than male students to seeking and accepting help provided by the tutoring system and to spending time seeing the hints; thus, they had a consistent general trend to benefit more from it, especially when affective learning companions were present. In addition, female students expressed positively valenced emotions most often and exhibited more productive behaviors when exposed to female characters; these affective pedagogical agents encouraged effort and perseverance. This was not the case for male students, who had more positive outcomes when no learning companion was present and their worst affective and cognitive outcomes when the female character was present. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
    Journal of Educational Psychology 01/2013; 105(4):957. · 3.08 Impact Factor

Full-text (3 Sources)

Download
46 Downloads
Available from
Aug 12, 2014

David G. Cooper