Author:
Sintija Petrovica
Affiliation:
Riga Technical University, Latvia
Keyword(s):
Tutoring, Affective Tutoring Systems, Emotions, Game-based Learning, Assessment.
Related
Ontology
Subjects/Areas/Topics:
Artificial Intelligence and Decision Support Systems
;
Computer-Supported Education
;
e-Learning
;
Enterprise Information Systems
;
Game-Based and Simulation-Based Learning
;
Information Technologies Supporting Learning
;
Intelligent Tutoring Systems
;
Learning/Teaching Methodologies and Assessment
;
Mentoring and Tutoring
Abstract:
Research in psychology, neuroscience, pedagogy, and cognitive science has shown that emotions (or affect)
play a key role in the learning process, decision making, understanding of a problem domain and motivation
to learn. As a result, researchers have been working on the creation of affective tutoring systems.
Meanwhile, game-based learning is becoming more and more popular and it is considered as an emerging
technology that will have a large impact on education in the next 2-3 years. Therefore, there is no doubt that
researchers believe that the combination of educational games and affective tutoring systems may improve
students’ performance. The aim of this paper is to describe the current state of this research direction and to
identify gaps and possible opportunities for the future work. Research shows that the main emphasis is on
the adapted teaching/learning process that takes into account both student's knowledge and emotions but the
aspect of the assessment, which also is an
integral part of this process, has been neglected in tutoring
systems that include emotions and game-based interactions.
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