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DeFalco, Jeanine A.; Rowe, Jonathan P.; Paquette, Luc; Georgoulas-Sherry, Vasiliki; Brawner, Keith; Mott, Bradford W.; Baker, Ryan S.; Lester, James C. – International Journal of Artificial Intelligence in Education, 2018
Tutoring systems that are sensitive to affect show considerable promise for enhancing student learning experiences. Creating successful affective responses requires considerable effort both to detect student affect and to design appropriate responses to affect. Recent work has suggested that affect detection is more effective when both physical…
Descriptors: Psychological Patterns, Stress Variables, Educational Games, Intelligent Tutoring Systems
Wiggins, Joseph B.; Grafsgaard, Joseph F.; Boyer, Kristy Elizabeth; Wiebe, Eric N.; Lester, James C. – International Journal of Artificial Intelligence in Education, 2017
In recent years, significant advances have been made in intelligent tutoring systems, and these advances hold great promise for adaptively supporting computer science (CS) learning. In particular, tutorial dialogue systems that engage students in natural language dialogue can create rich, adaptive interactions. A promising approach to increasing…
Descriptors: Intelligent Tutoring Systems, Self Efficacy, Computer Science Education, Dialogs (Language)
Johnson, W. Lewis; Lester, James C. – International Journal of Artificial Intelligence in Education, 2016
Johnson et al. ("International Journal of Artificial Intelligence in Education," 11, 47-78, 2000) introduced and surveyed a new paradigm for interactive learning environments: animated pedagogical agents. The article argued for combining animated interface agent technologies with intelligent learning environments, yielding intelligent…
Descriptors: Teaching Methods, Intelligent Tutoring Systems, Outcomes of Education, Computer Assisted Instruction
Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C. – International Journal of Artificial Intelligence in Education, 2013
Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…
Descriptors: Learning Strategies, Learner Engagement, Computer Assisted Instruction, Educational Technology
Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C. – International Journal of Artificial Intelligence in Education, 2011
A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…
Descriptors: Problem Solving, Educational Technology, Virtual Classrooms, Educational Environment