Dynamics of affective states during complex learning

Sidney D’Mello; Art Graesser

Learning and Instruction Vol. 22, No. 2 (April 2012) pp. 145–157

We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experience cognitive disequilibrium and confusion when they face...

Language: English

Topics: Dynamic Equilibrium

Confusion and complex learning during interactions with computer learning environments

Blair Lehman; Sidney D'Mello; Art Graesser

Internet and Higher Education Vol. 15, No. 3 (June 2012) pp. 184–194

Folk wisdom holds that being confused is detrimental to learning. However, research on emotions and learning suggest a somewhat more complex relationship between confusion and learning outcomes. In fact, it has been proposed that impasses that...

Language: English

AutoTutor Passes the Bystander Turing Test

Mary Erkel; Natalie Person; Art Graesser

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 778–784

In this study, the Bystander Turing Test (BTT) paradigm is used to determine whether participants rate particular dialog moves in tutoring transcripts to be generated by a computer tutor, AutoTutor, or by a skilled human tutor. Results indicate...

Topics: Computers, Tutoring

The Role of Intelligent Tutoring Systems in Education: An Overview of AutoTutor

Max Louwerse; Art Graesser; Xiangen Hu; Natalie Person

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2056–2057

Intelligent Tutoring Systems have become more common in education nowadays. AutoTutor is one such system. It uses a world knowledge representation, natural language processing, production scripts and a conversational interface. By assisting...

Topics: Tutoring, Students

Confusion can be beneficial for learning

Sidney D’Mello; Blair Lehman; Reinhard Pekrun; Art Graesser

Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 153–170

We tested key predictions of a theoretical model positing that confusion, which accompanies a state of cognitive disequilibrium that is triggered by contradictions, conflicts, anomalies, erroneous information, and other discrepant events, can be...

Language: English

Learning Scientific Inquiry by Asking Questions in an Educational Game

Keith Millis; Zhiqiang Cai; Art Graesser; Diane Halpern; Patty Wallace

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 2951–2956

This paper describes a question facility within a learning environment that combines intelligent tutoring and gaming technologies. The question facility teaches students how to critically evaluate research by asking scientists questions about their...

The Relationship between Affective States and Dialog Patterns during Interactions with AutoTutor

Sidney D'Mello; Scotty Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson; Art Graesser

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2004–2011

In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor....

The effectiveness of computer simulations in a computer based learning environment

Hyun-Jeong Joyce Kim; Art Graesser; Tanner Jackson; Andrew Olney; Patrick Chipman

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 1362–1367

We explored the effectiveness of interactive simulations on an intelligent tutoring system, called AutoTutor. College students (N=132) were randomly assigned to one of three conditions: (1) AutoTutor with simulations, (2) AutoTutor without...

Inducing and Tracking Confusion with Contradictions during Complex Learning

Blair Lehman; Sidney D'Mello; Amber Strain; Caitlin Mills; Melissa Gross; Allyson Dobbins; Patricia Wallace; Keith Millis; Art Graesser

International Journal of Artificial Intelligence in Education Vol. 22, No. 1 (2013) pp. 85–105

Cognitive disequilibrium and its affiliated affective state of confusion have been found to positively correlate with learning, presumably due to the effortful cognitive activities that accompany their experience. Although confusion naturally occurs ...