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.
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Acknowledgments
This research was funded by the European Union in the Seventh Framework Programme (FP7/2007-2013) in the iTalk-2Learn project (318051).
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Grawemeyer, B., Mavrikis, M., Mazziotti, C., van Leeuwen, A., Rummel, N. (2018). The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive Demands. In: Penstein Rosé, C., et al. Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science(), vol 10948. Springer, Cham. https://doi.org/10.1007/978-3-319-93846-2_22
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DOI: https://doi.org/10.1007/978-3-319-93846-2_22
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