Meta-Affective Behaviour within an Intelligent Tutoring System for Mathematics

Many previous studies have highlighted the influence of learners’ affective states on learning with tutoring systems. However, the associations between learning and learners’ meta-affective capability are still unclear. The goal of this paper is to analyse meta-affective capability and its influence...

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Bibliographic Details
Published in:International journal of artificial intelligence in education 2022-03, Vol.32 (1), p.174-195
Main Authors: Rebolledo-Mendez, Genaro, Huerta-Pacheco, N. Sofia, Baker, Ryan S., du Boulay, Benedict
Format: Article
Language:English
Subjects:
Achievement Gains
Affect (Psychology)
Affective Behavior
Artificial Intelligence
Boredom
Computer Science
Computers and Education
Curricula
Educational objectives
Educational Research
Educational Technology
Emotional regulation
Emotions
Empirical analysis
Intelligent Tutoring Systems
Learning
Learning Processes
Mathematical analysis
Mathematics
Mathematics Achievement
Mathematics Education
Metacognition
Outcomes of Education
Psychological Patterns
Secondary School Students
Students
Tutoring
User Interfaces and Human Computer Interaction
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Summary:Many previous studies have highlighted the influence of learners’ affective states on learning with tutoring systems. However, the associations between learning and learners’ meta-affective capability are still unclear. The goal of this paper is to analyse meta-affective capability and its influence on learning outcomes as well as the dynamics of affect over time. Two criteria, awareness and self-regulation, were employed to define meta-affective capability. An exploratory study (n = 54) was conducted in which students at the secondary level were asked to interact with an intelligent tutoring system for mathematics and to self-report their affect during their interactions with the system. Pre-post learning outcomes were also measured. A post-hoc comparison of learning gains was made between more meta-affectively capable and less meta-affectively capable students. The results provide some empirical evidence to support the hypothesis that having meta-affective capability is positively associated with learning. Students not demonstrating meta-affective capability seemed to transition frequently from boredom to frustration (p = .0284) and from concentration to neutral (p = 0.0017). However, only a small percentage of the sample were classified as having meta-affective capability, indicating that it is important to scaffold students who are not meta-affectively capable.
ISSN:1560-4292
1560-4306
DOI:10.1007/s40593-021-00247-1