An Embodied Tutoring System for Literal vs. Metaphorical Concepts

Abstract

In this paper we combine motion captured data with linguistic notions (preliminary study) in a game-like tutoring system (study 1), in order to help elementary school students to better differentiate literal from metaphorical uses of motion verbs, based on embodied information. In addition to the thematic goal, we intend to improve young students’ attention and spatiotemporal memory, by presenting sensorimotor data experimentally collected from thirty two participants in our motion capturing labs. Furthermore, we examine the accomplishment of tutor’s goals and compare them to curriculum’s approach (study 2). Sixty nine elementary school students were randomly divided in two experimental groups (game-like and traditional) and one control group, which did not undergo an intervention. All groups were tested in pre and post-tests. Even though the diagnostic pretests present a uniform picture, two way analysis of variance suggests that the experimental groups showed progress in post-tests and, more specifically, game-like group showed less wrong answers in the linguistics task and higher learning achievements compared to the other two groups. Furthermore, in the game-like condition the participants needed gradually shorter period of time to identify the avatar’s actions. This finding was considered as a first indication of attentional and spatiotemporal memory’s improvement, while the tutor’s assistance features cultivated students’ metacognitive perception.

Affective Mobile Language Tutoring System for Supporting Language Learning

“…The ATS is a next-generation learning approach that has approved intelligent tutoring systems (ITSs) to detect the affective status of learning and adapt accordingly to increase learning performance ( Hasan et al, 2020 ). Related studies have reported that the effective use of ATS can increase learning motivation and improve learning outcomes ( Moridis and Economides, 2008 ; Sarrafzadeh et al, 2008 ; Lin et al, 2014 , 2020 ; Moga et al, 2014 ; Daouas and Lejmi, 2018 ; Sionti et al, 2018 ; Wang and Lin, 2018 ; Hasan et al, 2020 ). Previous studies have examined the influence of ATS on learning performance during remedial accounting instruction ( Sionti et al, 2018 ) and mathematics ( Mastorodimos and Chatzichristofis, 2019 ).…”

“…Related studies have reported that the effective use of ATS can increase learning motivation and improve learning outcomes ( Moridis and Economides, 2008 ; Sarrafzadeh et al, 2008 ; Lin et al, 2014 , 2020 ; Moga et al, 2014 ; Daouas and Lejmi, 2018 ; Sionti et al, 2018 ; Wang and Lin, 2018 ; Hasan et al, 2020 ). Previous studies have examined the influence of ATS on learning performance during remedial accounting instruction ( Sionti et al, 2018 ) and mathematics ( Mastorodimos and Chatzichristofis, 2019 ). ATS can attract attention, motivate learners, and significantly improve learning performance ( Lin et al, 2014 ; Mehdi et al, 2015 ; Wang and Lin, 2018 ; Bakeer and Abu-Naser, 2019 ).…”

“…Emotions play a significant role in everyday activities, in turn influencing attitudes, memory, decision making, attention, learning, and learning achievement ( Sionti et al, 2018 ). By assessing the emotions of students, teachers can effectively change their approach to teaching and evaluation, while supporting learning performance ( Moridis and Economides, 2008 ; Hwang and Yang, 2009 ; Petrovica et al, 2017 ; Daouas and Lejmi, 2018 ; Wronowski et al, 2019 ).…”

How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context

“…To illustrate, the Affective Tutoring System (ATS) combining emotional expressions and AC, can detect learners' emotional expressions, determine learners' learning state, and give interactive feedback (Lin et al, 2012 ; Hasan et al, 2020 ). A large volume of published studies has verified that ATS can improve learning motivation and outcomes (Lin et al, 2012 ; Sionti et al, 2018 ; Wang and Lin, 2018 ; Hasan et al, 2020 ). Particularly in language education, Ma and Lin ( 2017 ) discover that ATS can make Japanese learning more interesting and provide an adaptive learning environment.…”

Motion Capture Systems and Their Use in Educational Research: Insights from a Systematic Literature Review

“…Based on the information of the authors Jaime-Gil et Optical as well as nonoptical systems were used by the studies in our review. Within the group of optical MCSs, the systems can be further distinguished depending on whether or not they use markers: nine studies used markerless systems [12,14,16,17,[48][49][50][51][52] and eight studies used marker-based systems [11,15,18,[53][54][55][56][57]. Among markerless systems, the Kinect was used in six out of nine studies.…”