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An Affective Behavior Model for Intelligent Tutors
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Author(s):
Yasmín Hernández
,
Enrique Sucar
,
Cristina Conati
Publication date
(Print):
2008
Publisher:
Springer Berlin Heidelberg
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Business Model Innovation in engineering
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Data-Driven Refinement of a Probabilistic Model of User Affect
Cristina Conati
,
Heather Maclaren
(2005)
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Book Chapter
Pages
: 819-821
DOI:
10.1007/978-3-540-69132-7_118
SO-VID:
2aee42b7-bf6a-4b79-987e-a7daa73b53b4
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Book chapters
pp. 1
Rethinking Education in the Age of Technology
pp. 3
Life-Long Learning, Learner Models and Augmented Cognition
pp. 6
Intelligent Training Systems: Lessons Learned from Building Before It Is Time
pp. 7
The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring
pp. 8
Social Learning Environments: New Challenges for AI in Education
pp. 9
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor
pp. 19
Towards Emotionally-Intelligent Pedagogical Agents
pp. 29
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors
pp. 40
Comparing Learners’ Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game
pp. 50
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions
pp. 60
Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation
pp. 70
How Does an Intelligent Learning Environment with Novel Design Affect the Students’ Learning Results?
pp. 80
Learning Linked Lists: Experiments with the iList System
pp. 90
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?
pp. 101
Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra
pp. 111
Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study
pp. 122
A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors
pp. 132
Children’s Interactions with Inspectable and Negotiated Learner Models
pp. 142
Using Similarity Metrics for Matching Lifelong Learners
pp. 152
Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse
pp. 162
Towards Collaborative Intelligent Tutors: Automated Recognition of Users’ Strategies
pp. 173
Automatic Generation of Fine-Grained Representations of Learner Response Semantics
pp. 184
Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors
pp. 194
Helping Teachers Build ITS with Domain Schema
pp. 204
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems
pp. 216
Open Community Authoring of Targeted Worked Example Problems
pp. 228
Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge
pp. 239
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue
pp. 250
Assessing the Impact of Positive Feedback in Constraint-Based Tutors
pp. 260
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia
pp. 270
The Politeness Effect in an Intelligent Foreign Language Tutoring System
pp. 281
Investigating the Relationship between Spatial Ability and Feedback Style in ITSs
pp. 291
Individualizing Tutoring with Learning Style Based Feedback
pp. 302
Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment
pp. 312
A Standard Method of Developing User Interfaces for a Generic ITS Framework
pp. 323
Helping Teachers Handle the Flood of Data in Online Student Discussions
pp. 333
What’s in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions
pp. 343
Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot
pp. 353
How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students
pp. 363
How Does Students’ Help-Seeking Behaviour Affect Learning?
pp. 373
Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data
pp. 383
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology
pp. 395
Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain
pp. 406
More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing
pp. 416
Interoperable Competencies Characterizing Learning Objects in Mathematics
pp. 426
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance
pp. 438
Harnessing Learner’s Collective Intelligence: A Web2.0 Approach to E-Learning
pp. 448
Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects
pp. 459
Semantic Cohesion and Learning
pp. 470
Dialogue Modes in Expert Tutoring
pp. 480
Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue
pp. 490
Affective Transitions in Narrative-Centered Learning Environments
pp. 500
Word Sense Disambiguation for Vocabulary Learning
pp. 510
Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects
pp. 520
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture
pp. 530
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes
pp. 540
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems
pp. 551
The Use of Ontologies to Structure and Support Interactions in LOR
pp. 563
Leveraging the Social Semantic Web in Intelligent Tutoring Systems
pp. 573
Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems
pp. 583
Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System
pp. 593
Using Optimally Selected Drill Practice to Train Basic Facts
pp. 603
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction
pp. 614
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments
pp. 626
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring
pp. 636
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration
pp. 646
Theory-Driven Group Formation through Ontologies
pp. 656
Self-assessment in Vocabulary Tutoring
pp. 659
Automatically Generating and Validating Reading-Check Questions
pp. 662
Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition
pp. 665
Agent-Based Framework for Affective Intelligent Tutoring Systems
pp. 668
Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition
pp. 671
Minimal Feedback During Tutorial Dialogue
pp. 674
Can Students Edit Their Learner Model Appropriately?
pp. 677
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring
pp. 681
Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems
pp. 684
Authoring Educational Games with Greenmind
pp. 687
An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems
pp. 690
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers
pp. 693
Interface Challenges for Mobile Tutoring Systems
pp. 696
Agora UCS Ubiquitous Collaborative Space
pp. 699
Adapte, a Tool for the Teacher to Personalize Activities
pp. 702
Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model
pp. 706
Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study
pp. 709
Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning
pp. 712
Towards an Intelligent Emotional Detection in an E-Learning Environment
pp. 715
How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools
pp. 719
Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems
pp. 722
Investigating Learner Trust in Open Learner Models Using a ’Wizard of Oz’ Approach
pp. 725
Personalized Learning Path Delivery: Models and Example of Application
pp. 728
Semi Automatic Generation of Didactic Resources from Existing Documents
pp. 731
An Evaluation of Intelligent Reading Tutors
pp. 734
An Intelligent Web-Based Learning System for Group Collaboration Using Contracts
pp. 737
An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems
pp. 740
Detection of Learning Styles from Learner’s Browsing Behavior During E-Learning Activities
pp. 743
Analyzing Learners’ Self-organization in Terms of Co-construction, Co-operation and Co-ordination
pp. 746
Authoring Mobile Intelligent Tutoring Systems
pp. 749
XTutor: An Intelligent Tutor System for Science and Math Based on Excel
pp. 752
Tying Ontologies to Domain Contents for CSCL
pp. 755
One Exercise – Various Tutorial Strategies
pp. 758
Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems
pp. 763
Design of a System for Automated Generation of Problem Fields
pp. 766
Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System
pp. 771
Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment
pp. 774
Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help?
pp. 779
Leveraging C-Rater’s Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses
pp. 784
An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems
pp. 787
Using an Emotional Intelligent Agent to Reduce Resistance to Change
pp. 790
Story Generation to Accelerate Math Problem Authoring for Practice and Assessment
pp. 793
Supporting the Guide on the SIDE
pp. 796
Comparing Two IRT Models for Conjunctive Skills
pp. 799
The Effect of Providing Error-Flagging Support During Testing
pp. 803
Cognitive Tutoring System with "Consciousness"
pp. 807
It’s Not Easy Being Green: Supporting Collaborative “Green Design” Learning
pp. 810
Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns
pp. 813
Integration of a Complex Learning Object in a Web-Based Interactive Learning System
pp. 816
Semantic Web Reasoning Tutoring Agent
pp. 819
An Affective Behavior Model for Intelligent Tutors
pp. 822
Decision Tree for Tracking Learner’s Emotional State Predicted from His Electrical Brain Activity
pp. 825
Toward Supporting Collaborative Discussion in an Ill-Defined Domain
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