The impact of affect-aware support on learning tasks that differ in their cognitive demands

Beate Grawemeyer; Manolis Mavrikis; Claudia Mazziotti; Anouschka van Leeuwen; Nikol Rummel

doi:10.1007/978-3-319-93846-2_22

The impact of affect-aware support on learning tasks that differ in their cognitive demands

Beate Grawemeyer^*, Manolis Mavrikis, Claudia Mazziotti, Anouschka van Leeuwen, Nikol Rummel

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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.

Original language	English
Title of host publication	Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
Editors	Rose Luckin, Kaska Porayska-Pomsta, Benedict du Boulay, Manolis Mavrikis, Carolyn Penstein Rosé, Bruce McLaren, Roberto Martinez-Maldonado, H. Ulrich Hoppe
Publisher	Springer
Pages	114-118
Number of pages	5
ISBN (Print)	9783319938455
DOIs	https://doi.org/10.1007/978-3-319-93846-2_22
Publication status	Published - 1 Jan 2018
Event	19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom Duration: 27 Jun 2018 → 30 Jun 2018

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	10948 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	19th International Conference on Artificial Intelligence in Education, AIED 2018
Country/Territory	United Kingdom
City	London
Period	27/06/18 → 30/06/18

Funding

Acknowledgments. This research was funded by the European Union in the Seventh Framework Programme (FP7/2007-2013) in the iTalk-2Learn project (318051).

Access to Document

10.1007/978-3-319-93846-2_22

978-3-319-93846-2_22Final published version, 394 KBLicence: Taverne

Cite this

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 R. Luckin, K. Porayska-Pomsta, B. du Boulay, M. Mavrikis, C. Penstein Rosé, B. McLaren, R. Martinez-Maldonado, & H. U. Hoppe (Eds.), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings (pp. 114-118). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI). Springer. https://doi.org/10.1007/978-3-319-93846-2_22

Grawemeyer, Beate ; Mavrikis, Manolis ; Mazziotti, Claudia et al. / The impact of affect-aware support on learning tasks that differ in their cognitive demands. Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. editor / Rose Luckin ; Kaska Porayska-Pomsta ; Benedict du Boulay ; Manolis Mavrikis ; Carolyn Penstein Rosé ; Bruce McLaren ; Roberto Martinez-Maldonado ; H. Ulrich Hoppe. Springer, 2018. pp. 114-118 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

@inproceedings{12bd130a955542f28bae64998c6a3ad4,

title = "The impact of affect-aware support on learning tasks that differ in their cognitive demands",

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{\textquoteright} 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.",

author = "Beate Grawemeyer and Manolis Mavrikis and Claudia Mazziotti and \{van Leeuwen\}, Anouschka and Nikol Rummel",

year = "2018",

month = jan,

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doi = "10.1007/978-3-319-93846-2\_22",

language = "English",

isbn = "9783319938455",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

publisher = "Springer",

pages = "114--118",

editor = "Rose Luckin and Kaska Porayska-Pomsta and \{du Boulay\}, Benedict and Manolis Mavrikis and \{Penstein Ros{\'e}\}, Carolyn and Bruce McLaren and Roberto Martinez-Maldonado and Hoppe, \{H. Ulrich\}",

booktitle = "Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings",

note = "19th International Conference on Artificial Intelligence in Education, AIED 2018 ; Conference date: 27-06-2018 Through 30-06-2018",

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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 R Luckin, K Porayska-Pomsta, B du Boulay, M Mavrikis, C Penstein Rosé, B McLaren, R Martinez-Maldonado & HU Hoppe (eds), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10948 LNAI, Springer, pp. 114-118, 19th International Conference on Artificial Intelligence in Education, AIED 2018, London, United Kingdom, 27/06/18. https://doi.org/10.1007/978-3-319-93846-2_22

The impact of affect-aware support on learning tasks that differ in their cognitive demands. / Grawemeyer, Beate; Mavrikis, Manolis; Mazziotti, Claudia et al.
Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. ed. / Rose Luckin; Kaska Porayska-Pomsta; Benedict du Boulay; Manolis Mavrikis; Carolyn Penstein Rosé; Bruce McLaren; Roberto Martinez-Maldonado; H. Ulrich Hoppe. Springer, 2018. p. 114-118 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

T1 - The impact of affect-aware support on learning tasks that differ in their cognitive demands

AU - Grawemeyer, Beate

AU - Mavrikis, Manolis

AU - Mazziotti, Claudia

AU - van Leeuwen, Anouschka

AU - Rummel, Nikol

PY - 2018/1/1

Y1 - 2018/1/1

N2 - 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.

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

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BT - Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings

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A2 - Porayska-Pomsta, Kaska

A2 - du Boulay, Benedict

A2 - Mavrikis, Manolis

A2 - Penstein Rosé, Carolyn

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A2 - Martinez-Maldonado, Roberto

A2 - Hoppe, H. Ulrich

PB - Springer

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Y2 - 27 June 2018 through 30 June 2018

ER -

Grawemeyer B, Mavrikis M, Mazziotti C, van Leeuwen A, Rummel N. The impact of affect-aware support on learning tasks that differ in their cognitive demands. In Luckin R, Porayska-Pomsta K, du Boulay B, Mavrikis M, Penstein Rosé C, McLaren B, Martinez-Maldonado R, Hoppe HU, editors, Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Springer. 2018. p. 114-118. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-93846-2_22

The impact of affect-aware support on learning tasks that differ in their cognitive demands

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