A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect

Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Müldner, Kasia; Rai, Dovan; Tai, Minghui

doi:10.1007/s40593-014-0023-y

Cited by 166 publications

(108 citation statements)

References 63 publications

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“…MathSpring is a math practice environment inside an adaptive tutor that provides math instruction embedded within extensive hints, help, and links to external instructional videos (Arroyo et al 2014). The system is an integration of Wayang Outpost and ASSISTments.…”

Section: Funded Projectsmentioning

confidence: 99%

Advances from the Office of Naval Research STEM Grand Challenge: expanding the boundaries of intelligent tutoring systems

2018

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This special issue presents evaluations of four intelligent tutoring systems. These systems were funded under the Office of Naval Research's STEM Grand Challenge for intelligent tutoring systems. The systems each represent aspects of how ITS can address STEM education or how aspects of multiple systems can be integrated to support STEM education. The selected papers also provide empirical evidence for the effectiveness of each system. The current paper provides an overview of the Office of Naval Research STEM Grand Challenge program, the systems funded under the program, and summaries of the articles within this special issue.

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Section: Funded Projectsmentioning

confidence: 99%

Advances from the Office of Naval Research STEM Grand Challenge: expanding the boundaries of intelligent tutoring systems

2018

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“…Presently, their work has focussed on deducing learner characteristics (in the SIgBLE prototype), which teachers can use when deciding on feedback. Arroyo et al (2014) describes a system that identified and targeted affective states, additionally using measures of progress and motivation to improve student cognition, engagement and affect.…”

Section: Adaptation Of Learning Systems To Motivation and Affective Smentioning

confidence: 99%

Adapting Progress Feedback and Emotional Support to Learner Personality

Dennis

Masthoff

Mellish

2015

Int J Artif Intell Educ

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Abstract. As feedback is an important part of learning and motivation, we investigate how to adapt the feedback of a conversational agent to learner personality (as well as to learner performance, as we expect an interaction effect between personality and performance on feedback). We investigate two aspects of feedback. Firstly, we investigate whether the conversational agent should employ a slant (or bias) in its feedback on particular test scores to motivate a learner with a particular personality trait more effectively (for example, using "you are slightly below expectations" versus "you are substantially below expectations" depending on learner conscientiousness). Secondly, we investigate which emotional support messages the conversational agent should use (for example: using praise, emotional reflection, reassurance or advice) given learner personality and performance.We investigate the adaptation of this feedback to a learner personality, in particular the traits in the Five Factor Model. Five experiments were run where participants gave progress feedback and emotional support to students with different personalities and test scores. The type of emotional support given varied between different personalities (e.g. neurotic individuals with poor grades received more emotional reflection). Two algorithms were created using different methods to describe the adaptations and evaluated on how well they described the experimental data using DICE scores. A refined algorithm was created based on the results. Finally, we ran a qualitative study with teachers to investigate the algorithm's effectiveness and further refine the algorithm.

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“…Developing strategies to reduce stress and regulate emotions allows students to optimize performance in many cognitive tasks (Arroyo et al, 2014). For example, students who have a positive self-concept of their mathematics ability perform better in math classes, possibly because they do not attribute poor math performance as a SET, but rather interpret failure as information and as an opportunity for learning and growth.…”

Section: Introductionmentioning

confidence: 99%

Do Better in Math: How Your Body Posture May Change Stereotype Threat Response

Peper

Harvey

Mason

et al. 2018

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This study investigates posture on mental math performance. One hundred twenty-five students (M = 23.5 years) participated as part of a class activity. Half of the students sat in an erect position while the other half sat in a slouched position and were asked to mentally subtract 7 serially from 964 for 30 s. They then reversed the positions before repeating the math subtraction task beginning at 834. They rated the math task difficulty on a scale from 0 (none) to 10 (extreme). The math test was rated significantly more difficult while sitting slouched (M = 6.2) than while sitting erect (M = 4.

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A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect

Cited by 166 publications

References 63 publications

Advances from the Office of Naval Research STEM Grand Challenge: expanding the boundaries of intelligent tutoring systems

Advances from the Office of Naval Research STEM Grand Challenge: expanding the boundaries of intelligent tutoring systems

Adapting Progress Feedback and Emotional Support to Learner Personality

Do Better in Math: How Your Body Posture May Change Stereotype Threat Response

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