Studying Affective Tutoring Systems for Mathematical Concepts

Abstract

Students face difficulties in learning mathematical processes. As a result, they have negative emotions toward mathematics. The use of technology is employed to change the student’s attitude toward mathematics. Some methods utilize intelligent tutoring systems to recognize student’s emotional state and adapt the learning process accordingly. These systems, known as affective tutoring systems (ATSs), sense the emotional state of a student and then intelligently attempt to suggest appropriate strategies that can guide the learning process and ultimately shift the negative attitude of students toward mathematical learning. This article presents a survey of ATSs, which teach mathematic content, and tries to find common elements among them. It examines the kind and the number of student’s emotions that can be recognized and the strategies and methods that these ATSs use to recognize student’s emotional state. There are findings that agree with other studies about the recognized emotions and the methods that are used.

Affective Mobile Language Tutoring System for Supporting Language Learning

“…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 ).…”

Usability of an Affective Emotional Learning Tutoring System for Mobile Devices

“…At the same time, the user can increase the efficiency of learning through interaction with the intelligent agent, and the more the agent's compassionate and encouraging sentences can be used the more the mental state of the person remains positive and can cope with continuous learning. The function of intelligent agents can affect students' learning emotions and can guide learning as well as detect students' learning conditions [10,11]. An Affective Tutoring System (ATS) is a system that can provide users with appropriate teaching content through computer calculations and analysis and can directly give users instant feedback.…”

“…Through computer analysis, intelligent tutoring systems (ITS) let subjects learn in individualized courses and provide feedback to users immediately [6]. Much research related to emotional tutoring systems has indicated that system interfaces had positive emotional relevance to learners and could improve learning effectiveness [8][9][10][11]23].…”

“…The affective tutoring system (ATS) proposed by Kort [7] recognized, analyzed, and provided feedback throughout the learning process, thus establishing an Sustainability 2021, 13, 7890 2 of 14 intelligent tutoring system (ITS) that could be combined with affective computing. Recognition of user emotions and corresponding system responses, as well as guidance from the "emotional agent" on how to maintain positive emotions, facilitated learning goals [8][9][10][11]. Therefore, interactive mobile learning systems using mobile devices and affective computing can help learners achieve their learning goals.…”

Personal factors associated with satisfaction with tutoring in engineering students

“…Good tutoring requires adequate interpersonal and pedagogical skills, so it is recommended that tutors recognize the emotional state of students and adapt learning processes [11]. In addition to developing a better understanding of students on how to use tutor support [12]; since personal tutoring contributes in creating an environment that supports and facilitates student resilience [13].…”