AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back

By S. D’Mello, A. Graesser. TIIS, 2012

427 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a884f00fe18a6abf837b2ccb490165ded90fc29a

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In Artificial Intelligence

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

Measuring student engagement in technology-mediated learning: A review (2015, methodology): “…of intelligent tutoring systems, digital educational games, and other systems designed to personalize instruction and engage learners (e.g., D'Mello & Graesser, 2012; Goldsworthy, Barab, & Goldsworthy, 2000; Kafai, Tynes, & Richard, 2014; STEM Grand Challenge, 2012; Woolf, Arroyo, Cooper,…”
A Review and Meta-Analysis of Multimodal Affect Detection Systems (2015, background): “ACM Computing Surveys, Vol. 47, No. 3, Article 43, Publication date:”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “By examining activity- and course-level engagement, we can study relationships between human- and machine-driven intervention strategies, learning pathways, and engagement (D’Mello & Graesser, 2012).”
Interacting with educational chatbots: A systematic review (2022, background): “One of them presented in (D’mello & Graesser, 2013) asks the students a question, then waits for the student to write an answer.”
AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring (2014, background): “A buddy-style Shakeup Tutor that attributed emotions to the learner rather than the material did not show positive benefits for learners (D’Mello and Graesser 2012).”
Stupid Tutoring Systems, Intelligent Humans (2016, background): “…adapt to affect, engagement, meta-cognition, and self-regulated learning has yielded projects that have improved student outcomes (Baker et al., 2006; Arroyo et al., 2007; D'Mello and Graesser 2012), but has largely been investigated in small-scale studies rather than being deployed at large scale.”