The effect of motivational learning companions on low achieving students and students with disabilities

Beverly P. Woolf, Ivon Arroyo, Kasia Muldner, Winslow Burleson, David G. Cooper, Robert Dolan, Robert M. Christopherson

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

We report the results of a randomized controlled evaluation of the effectiveness of pedagogical agents as providers of affective feedback. These digital learning companions were embedded in an intelligent tutoring system for mathematics, and were used by approximately one hundred students in two public high schools. Students in the control group did not receive the learning companions. Results indicate that low-achieving students-one third of whom have learning disabilities-had higher affective needs than their higherachieving peers; they initially considered math problem-solving more frustrating, less exciting, and felt more anxious when solving math problems. However, after they interacted with affective pedagogical agents, low-achieving students improved their affective outcomes, e.g., reported reduced frustration and anxiety.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings
Pages327-337
Number of pages11
Volume6094 LNCS
EditionPART 1
DOIs
StatePublished - 2010
Event10th International Conference on Intelligent Tutoring Systems, ITS 2010 - Pittsburgh, PA, United States
Duration: Jun 14 2010Jun 18 2010

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
NumberPART 1
Volume6094 LNCS
ISSN (Print)03029743
ISSN (Electronic)16113349

Other

Other10th International Conference on Intelligent Tutoring Systems, ITS 2010
CountryUnited States
CityPittsburgh, PA
Period6/14/106/18/10

Fingerprint

Disability
Students
Intelligent Tutoring Systems
Anxiety
Frustration
Intelligent systems
Evaluation
Feedback
Learning

Keywords

  • Affective feedback
  • Pedagogical agents
  • Special needs populations

ASJC Scopus subject areas

  • Computer Science(all)
  • Theoretical Computer Science

Cite this

Woolf, B. P., Arroyo, I., Muldner, K., Burleson, W., Cooper, D. G., Dolan, R., & Christopherson, R. M. (2010). The effect of motivational learning companions on low achieving students and students with disabilities. In Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings (PART 1 ed., Vol. 6094 LNCS, pp. 327-337). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6094 LNCS, No. PART 1). https://doi.org/10.1007/978-3-642-13388-6_37

The effect of motivational learning companions on low achieving students and students with disabilities. / Woolf, Beverly P.; Arroyo, Ivon; Muldner, Kasia; Burleson, Winslow; Cooper, David G.; Dolan, Robert; Christopherson, Robert M.

Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings. Vol. 6094 LNCS PART 1. ed. 2010. p. 327-337 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6094 LNCS, No. PART 1).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Woolf, BP, Arroyo, I, Muldner, K, Burleson, W, Cooper, DG, Dolan, R & Christopherson, RM 2010, The effect of motivational learning companions on low achieving students and students with disabilities. in Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings. PART 1 edn, vol. 6094 LNCS, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), no. PART 1, vol. 6094 LNCS, pp. 327-337, 10th International Conference on Intelligent Tutoring Systems, ITS 2010, Pittsburgh, PA, United States, 6/14/10. https://doi.org/10.1007/978-3-642-13388-6_37
Woolf BP, Arroyo I, Muldner K, Burleson W, Cooper DG, Dolan R et al. The effect of motivational learning companions on low achieving students and students with disabilities. In Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings. PART 1 ed. Vol. 6094 LNCS. 2010. p. 327-337. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); PART 1). https://doi.org/10.1007/978-3-642-13388-6_37
Woolf, Beverly P. ; Arroyo, Ivon ; Muldner, Kasia ; Burleson, Winslow ; Cooper, David G. ; Dolan, Robert ; Christopherson, Robert M. / The effect of motivational learning companions on low achieving students and students with disabilities. Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings. Vol. 6094 LNCS PART 1. ed. 2010. pp. 327-337 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); PART 1).
@inproceedings{0847fdc781ce4fb5911790e2e404654c,
title = "The effect of motivational learning companions on low achieving students and students with disabilities",
abstract = "We report the results of a randomized controlled evaluation of the effectiveness of pedagogical agents as providers of affective feedback. These digital learning companions were embedded in an intelligent tutoring system for mathematics, and were used by approximately one hundred students in two public high schools. Students in the control group did not receive the learning companions. Results indicate that low-achieving students-one third of whom have learning disabilities-had higher affective needs than their higherachieving peers; they initially considered math problem-solving more frustrating, less exciting, and felt more anxious when solving math problems. However, after they interacted with affective pedagogical agents, low-achieving students improved their affective outcomes, e.g., reported reduced frustration and anxiety.",
keywords = "Affective feedback, Pedagogical agents, Special needs populations",
author = "Woolf, {Beverly P.} and Ivon Arroyo and Kasia Muldner and Winslow Burleson and Cooper, {David G.} and Robert Dolan and Christopherson, {Robert M.}",
year = "2010",
doi = "10.1007/978-3-642-13388-6_37",
language = "English (US)",
isbn = "3642133878",
volume = "6094 LNCS",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
number = "PART 1",
pages = "327--337",
booktitle = "Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings",
edition = "PART 1",

}

TY - GEN

T1 - The effect of motivational learning companions on low achieving students and students with disabilities

AU - Woolf, Beverly P.

AU - Arroyo, Ivon

AU - Muldner, Kasia

AU - Burleson, Winslow

AU - Cooper, David G.

AU - Dolan, Robert

AU - Christopherson, Robert M.

PY - 2010

Y1 - 2010

N2 - We report the results of a randomized controlled evaluation of the effectiveness of pedagogical agents as providers of affective feedback. These digital learning companions were embedded in an intelligent tutoring system for mathematics, and were used by approximately one hundred students in two public high schools. Students in the control group did not receive the learning companions. Results indicate that low-achieving students-one third of whom have learning disabilities-had higher affective needs than their higherachieving peers; they initially considered math problem-solving more frustrating, less exciting, and felt more anxious when solving math problems. However, after they interacted with affective pedagogical agents, low-achieving students improved their affective outcomes, e.g., reported reduced frustration and anxiety.

AB - We report the results of a randomized controlled evaluation of the effectiveness of pedagogical agents as providers of affective feedback. These digital learning companions were embedded in an intelligent tutoring system for mathematics, and were used by approximately one hundred students in two public high schools. Students in the control group did not receive the learning companions. Results indicate that low-achieving students-one third of whom have learning disabilities-had higher affective needs than their higherachieving peers; they initially considered math problem-solving more frustrating, less exciting, and felt more anxious when solving math problems. However, after they interacted with affective pedagogical agents, low-achieving students improved their affective outcomes, e.g., reported reduced frustration and anxiety.

KW - Affective feedback

KW - Pedagogical agents

KW - Special needs populations

UR - http://www.scopus.com/inward/record.url?scp=79957530412&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79957530412&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-13388-6_37

DO - 10.1007/978-3-642-13388-6_37

M3 - Conference contribution

SN - 3642133878

SN - 9783642133879

VL - 6094 LNCS

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 327

EP - 337

BT - Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings

ER -