Gender-Specific Approaches to Developing Emotionally Intelligent Learning Companions

The nonverbal social behaviors of virtual learning companions and their affect and task support have gender-specific impacts on learners' frustration and self-awareness during a challenging problem-solving activity. Social bonding and affective support between teachers and learners have conside...

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Bibliographic Details
Published in:IEEE intelligent systems 2007-07, Vol.22 (4), p.62-69
Main Authors: Burleson, W., Picard, R.W.
Format: Article
Language:English
Subjects:
affective learning companion
agent
Artificial intelligence
Bonding
CAI
Cameras
Computer assisted instruction
Education
emotional intelligence
Emotions
Engines
Frustration
gender
Gender differences
Human
Humans
Intelligent sensors
Intelligent systems
intelligent tutoring system
Learning
metacognition
Mice
Multimodal sensors
Muscles
Nonverbal communication
Students
Tasks
Teachers
Teenagers
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Summary:The nonverbal social behaviors of virtual learning companions and their affect and task support have gender-specific impacts on learners' frustration and self-awareness during a challenging problem-solving activity. Social bonding and affective support between teachers and learners have considerable impact on learners' performance and motivation. One way to develop a social bond with learners is to provide assistance. According to research in this area (see the sidebar "Related Work on Affective Tutoring Systems"), systems that provide affective support to frustrated users can reduce frustration. A study of expert human tutors' interactions with their students found that up to half of these interactions focus on supporting the learner's affective state. Currently, most intelligent tutoring systems provide predominantly task-based support.
ISSN:1541-1672
1941-1294
DOI:10.1109/MIS.2007.69