AutoTutor and affective autotutor

D’Mello, Sidney K.; Graesser, Art

doi:10.1145/2395123.2395128

Cited by 206 publications

(63 citation statements)

References 113 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Since CK+ is a superset of the original Cohn-Kanade Dataset (CK) [7], and since CERT was trained partially on CK, we restricted our performance evaluation to only those subjects of CK+ not included in CK. These were subject numbers: 5,28,29,90,126,128,129,139,147,148,149,151,154,155,156,157,158,160,501,502,503,504,505,506,895, and 999.…”

Section: A Extended Cohn-kanade Dataset (Ck+)mentioning

confidence: 99%

The computer expression recognition toolbox (CERT)

Littlewort

Whitehill

et al. 2011

Face and Gesture 2011

445

290

View full text Add to dashboard Cite

Abstract-We present the Computer Expression Recognition Toolbox (CERT), a software tool for fully automatic real-time facial expression recognition, and officially release it for free academic use. CERT can automatically code the intensity of 19 different facial actions from the Facial Action Unit Coding System (FACS) and 6 different protoypical facial expressions. It also estimates the locations of 10 facial features as well as the 3-D orientation (yaw, pitch, roll) of the head. On a database of posed facial expressions, Extended Cohn-Kanade (CK+ [1]), CERT achieves an average recognition performance (probability of correctness on a two-alternative forced choice (2AFC) task between one positive and one negative example) of 90.1% when analyzing facial actions. On a spontaneous facial expression dataset, CERT achieves an accuracy of nearly 80%. In a standard dual core laptop, CERT can process 320 × 240 video images in real time at approximately 10 frames per second.

show abstract

Section: A Extended Cohn-kanade Dataset (Ck+)mentioning

confidence: 99%

The computer expression recognition toolbox (CERT)

Littlewort

Whitehill

et al. 2011

Face and Gesture 2011

445

290

View full text Add to dashboard Cite

show abstract

“…Fue diseñado por un equipo interdisciplinario de la investigación que abarca la informática, la ingeniería, la psicología, la ciencia cognitiva, la lingüística, la física, y la educación (D'mello y Graesser, 2012).…”

Section: Metodologíaunclassified

¿Qué esperan los maestros de los Agentes Conversacionales Pedagógicos?

Tamayo

Pérez‐Marín

2017

Education in the Knowledge Society

View full text Add to dashboard Cite

Resumen LosAgentes Conversacionales Pedagógicos son sistemas interactivos que enseñan a los estudiantes asumiendo el rol de profesor, estudiante o acompañante mediante un diálogo en lenguaje natural. Mucho se ha investigado sobre los dominios en los que se pueden usar los agentes, los resultados a nivel de eficacia educativa y nivel de satisfacción y motivación de los estudiantes. Sin embargo, en la literatura no se encuentran muchos ejemplos de estudios que revelen la opinión de los docentes sobre este tipo de tecnología educativa. En este artículo, se proporcionan los resultados de una encuesta realizada a 82 docentes de 4 colegios de la zona sur de Madrid para saber qué esperan de los agentes. En particular, se dará respuesta a las siguientes preguntas de investigación: P1) ¿conocen esta tecnología educativa?, P2) Si es así, ¿están acostumbrados al uso de este tipo de tecnologías en el aula?, y P3) Si tuvieran poder de decisión en el diseño del agente, ¿qué características consideran que son las más adecuadas? ¿cómo debería reaccionar el agente antes diversas situaciones? De los resultados obtenidos, se espera proporcionar información a todos los investigadores, diseñadores y profesores que quieran integrar este tipo de tecnología educativa en su aula. AbstractConversational Pedagogical Agents are interactive systems that teach students by assuming the role of teacher, student or companion through a natural language dialogue. If has been investigated a lot on the domains in which the agents can be used, the results in terms of educational effectiveness and level of satisfaction and motivation of the students. However, in the literature, there are not many examples of studies that reveal the opinion of school teachers on this type of educational technology. In this paper, we provide the results of a survey of 82 teachers to know what they expect from the agents. The following research questions will be answered: Q1) Do you know this educational technology? Q2) If so, are teachers used to integrate this type of technology in the classroom? and, P3) If teachers could design the agent, what characteristics do they consider to be the most appropriate? How should the agent react to different situations? From the results gathered, it is expected to provide information to all researchers, designers and teachers who want to integrate this type of educational technology in their classroom..

show abstract

“…The student based view studies the affective states in the student, how these are relevant to learning and how the ATS may detect and recognize these states. The tutor based view studies how expert human tutors incorporate insight into affective states to tailor the instruction to achieve the best outcomes for the student (D'Mello & Graesser, 2012). Each of these views consists of substantial research tasks which constitute active areas of ongoing research as discussed in the next section.…”

Section: The Affective Loopmentioning

confidence: 99%

The Application of Affective Computing Technology to E-Learning

Thompson

McGill

2014

Pedagogical Considerations and Opportunities for Teaching and Learning on the Web

View full text Add to dashboard Cite

means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataBritish Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.For electronic access to this publication, please contact: eresources@igi-global.com.Pedagogical considerations and opportunities for teaching and learning on the web / Michael Thomas, editor.pages cm Includes bibliographical references and index. Summary: "This book concentrates on theory, application, and the development of web-based technologies for teaching and learning and its influence on the education system"--Provided by publisher. ISBN 978-1-4666-4611-7 (hardcover) --ISBN 978-1-4666-4612-4 (ebook) --ISBN 978-1-4666-4613-1 (print & perpetual access) 1. Web-based instruction. I. Thomas, Michael, 1969-

show abstract

AutoTutor and affective autotutor

Cited by 206 publications

References 113 publications

The computer expression recognition toolbox (CERT)

The computer expression recognition toolbox (CERT)

¿Qué esperan los maestros de los Agentes Conversacionales Pedagógicos?

The Application of Affective Computing Technology to E-Learning

Contact Info

Product

Resources

About