Name
Title | ||
|---|---|---|
The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive Demands. |
Abstract | ||
|---|---|---|
This paper investigates the effect of affect-aware support on learning tasks that differ in their cognitive demands. We conducted a study with the iTalk2learn platform where students are undertaking fractions tasks of varying difficulty and assigned in one of two groups; one group used the iTalk2learn platform that included the affect-aware support, whereas in the other group the affect-aware support was switched off and support was provided based on students’ performance only. We investigated the hypothesis that affect-aware support has a more pronounced effect when the cognitive demands of the tasks are higher. The results suggest that students that undertook the more challenging tasks were significantly more in-flow and less confused in the group where affect-aware support was provided than students who were supported based on their performance only. |
Year | Venue | Field |
|---|---|---|
2018 | AIED | Computer science,Knowledge management,Cognitive psychology,Cognition |
DocType | Citations | PageRank |
Conference | 1 | 0.41 |
References | Authors | |
3 | 5 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Beate Grawemeyer | 1 | 184 | 17.60 |
| Manolis Mavrikis | 2 | 273 | 41.97 |
| Claudia Mazziotti | 3 | 6 | 2.89 |
| Anouschka van Leeuwen | 4 | 34 | 6.96 |
| Nikol Rummel | 5 | 456 | 57.13 |