About the Workshop
Objectives
This workshop is
intended to encourage collaboration and synergy among seasoned and
beginning researchers in the areas of intelligent tutoring,
motivation, affect, and cognition. Through presentations that
highlight recent research advances and discussions on the major
issues, the workshop will serve as a catalyst to speed up the
development of functional affect-sensitive ITSs. The organizers hope
to bring to the foreground non-intuitive and computationally
tractable relationships between affect and learning that can
scaffold the design and development of affect-sensitive educational
systems. It will help define future research questions as well as
establish an international network of researchers interested in this
topic.
Issues
To study affect
and cognition in intelligent tutoring systems (ITSs), researchers
address a diverse and dispersed set of questions, spanning
theoretical frameworks, methodologies, and evaluations of results.
They include but are not limited to: What are the relationships
between cognition and affect? What is the impact of affect on
cognitive processes (attention, memorization, understanding,
decision making, etc.) and vice versa? What are the emotional and
cognitive issues relevant to learning? How can we choose a suitable
feedback for improving emotional and cognitive processes? Is affect
specific to learning domains and contexts or does it generalizes
across domains and contexts? When must an ITS detect affect and when
can affect be safely ignored? What emotions should ITSs detect? What
instrumentation is necessary for the detection (biometrics,
self-reports, facial expressions, etc.)? How and when should ITSs
adapt to affect? What pedagogical strategies should an ITS use to
either mitigate negative affect or promote positive affect? When and
to what degree is it necessary for intelligent pedagogical agents to
express affect? What are some exemplars of affect-sensitive ITSs?
How can considerations of emotional and cognitive factors contribute
to more effective learning environments? How can we evaluate the
effectiveness of affective ITSs? Could affective states be induced
via intelligent tutors? |