Campus Units
Industrial and Manufacturing Systems Engineering, Aerospace Engineering, Human Computer Interaction, Virtual Reality Applications Center
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
3-28-2018
Journal or Book Title
Human Factors
First Page
1
Last Page
17
Research Focus Area(s)
Ergonomics and Human Factors
DOI
10.1177/0018720818765266
Abstract
Objective: We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human–automation etiquette strategies.
Background: Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective decrements. Our previous work demonstrated that changing the interaction style via different feedback etiquette strategies has differential effects on students’ motivation, confidence, satisfaction, and performance. The best etiquette strategy was also determined by user frustration.
Method: Based on these findings, a rule set was developed that systemically selected the proper etiquette strategy to address one of four learning factors (motivation, confidence, satisfaction, and performance) under two different levels of user frustration. We explored whether etiquette strategy selection based on this rule set (systematic) or random changes in etiquette strategy for a given level of frustration affected the four learning factors. Participants solved mathematics problems under different frustration conditions with feedback that adapted dynamic changes in etiquette strategies either systematically or randomly.
Results: The results demonstrated that feedback with etiquette strategies chosen systematically via the rule set could selectively target and improve motivation, confidence, satisfaction, and performance more than changing etiquette strategies randomly. The systematic adaptation was effective no matter the level of frustration for the participant.
Conclusion: If computer tutors can vary the interaction style to effectively mitigate negative emotions, then ITS designers would have one more mechanism in which to design affect-aware adaptations that provide the proper responses in situations where human emotions affect the ability to learn.
Copyright Owner
Human Factors and Ergonomics Society
Copyright Date
2018
Language
en
File Format
application/pdf
Recommended Citation
Yang, Euijung and Dorneich, Michael C., "Affect-Aware Adaptive Tutoring Based on Human–Automation Etiquette Strategies" (2018). Industrial and Manufacturing Systems Engineering Publications. 179.
https://lib.dr.iastate.edu/imse_pubs/179
Included in
Ergonomics Commons, Industrial and Organizational Psychology Commons, Industrial Engineering Commons, Systems Engineering Commons
Comments
This is a manuscript of an article published as Yang, Euijung, and Michael C. Dorneich. "Affect-Aware Adaptive Tutoring Based on Human–Automation Etiquette Strategies." Human Factors (2018). DOI: 10.1177/0018720818765266. Posted with permission.