Addressing student behavior and affect with empathy and growth mindset

Shamya Karumbaiah, Rafael Lizarralde, Danielle Allessio, Beverly Woolf, Ivon Arroyo, Naomi Wixon, Winslow Burleson

Research output: Contribution to conferencePaper

Abstract

We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more empathic messages and those who were more confident, more patient, exhibited higher levels of interest, and valued math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower posttest scores. Students who received more success/failure messages tended to make more mistakes, to be less learning-oriented, and stated that they were more confused. We conclude that these affective messages are powerful media to influence students’ perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor.

Original languageEnglish (US)
Pages96-103
Number of pages8
StatePublished - Jan 1 2017
Event10th International Conference on Educational Data Mining, EDM 2017 - Wuhan, China
Duration: Jun 25 2017Jun 28 2017

Conference

Conference10th International Conference on Educational Data Mining, EDM 2017
CountryChina
CityWuhan
Period6/25/176/28/17

Fingerprint

Students

Keywords

  • Confidence
  • Empathy messages
  • Growth mindset
  • Intelligent tutor
  • Pedagogical agents
  • Student affect

ASJC Scopus subject areas

  • Computer Science Applications
  • Information Systems

Cite this

Karumbaiah, S., Lizarralde, R., Allessio, D., Woolf, B., Arroyo, I., Wixon, N., & Burleson, W. (2017). Addressing student behavior and affect with empathy and growth mindset. 96-103. Paper presented at 10th International Conference on Educational Data Mining, EDM 2017, Wuhan, China.

Addressing student behavior and affect with empathy and growth mindset. / Karumbaiah, Shamya; Lizarralde, Rafael; Allessio, Danielle; Woolf, Beverly; Arroyo, Ivon; Wixon, Naomi; Burleson, Winslow.

2017. 96-103 Paper presented at 10th International Conference on Educational Data Mining, EDM 2017, Wuhan, China.

Research output: Contribution to conferencePaper

Karumbaiah, S, Lizarralde, R, Allessio, D, Woolf, B, Arroyo, I, Wixon, N & Burleson, W 2017, 'Addressing student behavior and affect with empathy and growth mindset' Paper presented at 10th International Conference on Educational Data Mining, EDM 2017, Wuhan, China, 6/25/17 - 6/28/17, pp. 96-103.
Karumbaiah S, Lizarralde R, Allessio D, Woolf B, Arroyo I, Wixon N et al. Addressing student behavior and affect with empathy and growth mindset. 2017. Paper presented at 10th International Conference on Educational Data Mining, EDM 2017, Wuhan, China.
Karumbaiah, Shamya ; Lizarralde, Rafael ; Allessio, Danielle ; Woolf, Beverly ; Arroyo, Ivon ; Wixon, Naomi ; Burleson, Winslow. / Addressing student behavior and affect with empathy and growth mindset. Paper presented at 10th International Conference on Educational Data Mining, EDM 2017, Wuhan, China.8 p.
@conference{e85d4d98acb84a4a9043e73db4564dec,
title = "Addressing student behavior and affect with empathy and growth mindset",
abstract = "We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more empathic messages and those who were more confident, more patient, exhibited higher levels of interest, and valued math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower posttest scores. Students who received more success/failure messages tended to make more mistakes, to be less learning-oriented, and stated that they were more confused. We conclude that these affective messages are powerful media to influence students’ perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor.",
keywords = "Confidence, Empathy messages, Growth mindset, Intelligent tutor, Pedagogical agents, Student affect",
author = "Shamya Karumbaiah and Rafael Lizarralde and Danielle Allessio and Beverly Woolf and Ivon Arroyo and Naomi Wixon and Winslow Burleson",
year = "2017",
month = "1",
day = "1",
language = "English (US)",
pages = "96--103",
note = "10th International Conference on Educational Data Mining, EDM 2017 ; Conference date: 25-06-2017 Through 28-06-2017",

}

TY - CONF

T1 - Addressing student behavior and affect with empathy and growth mindset

AU - Karumbaiah, Shamya

AU - Lizarralde, Rafael

AU - Allessio, Danielle

AU - Woolf, Beverly

AU - Arroyo, Ivon

AU - Wixon, Naomi

AU - Burleson, Winslow

PY - 2017/1/1

Y1 - 2017/1/1

N2 - We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more empathic messages and those who were more confident, more patient, exhibited higher levels of interest, and valued math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower posttest scores. Students who received more success/failure messages tended to make more mistakes, to be less learning-oriented, and stated that they were more confused. We conclude that these affective messages are powerful media to influence students’ perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor.

AB - We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more empathic messages and those who were more confident, more patient, exhibited higher levels of interest, and valued math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower posttest scores. Students who received more success/failure messages tended to make more mistakes, to be less learning-oriented, and stated that they were more confused. We conclude that these affective messages are powerful media to influence students’ perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor.

KW - Confidence

KW - Empathy messages

KW - Growth mindset

KW - Intelligent tutor

KW - Pedagogical agents

KW - Student affect

UR - http://www.scopus.com/inward/record.url?scp=85060009756&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060009756&partnerID=8YFLogxK

M3 - Paper

SP - 96

EP - 103

ER -