Affect dynamics in an Intelligent Tutoring System for math in the Brazilian context: an analysis of academic emotions transitions

Authors

  • Felipe Morais Universidade do Vale do Rio dos Sinos (UNISINOS)
  • Patricia A. Jaques PPG em Informática (PPGInf) Universidade Federal do Paraná (UFPR) https://orcid.org/0000-0002-2933-1052

DOI:

https://doi.org/10.5753/rbie.2022.2577

Keywords:

Affect Dynamics, Intelligent Tutoring Systems, Academic Emotions, Students' Gender

Abstract

Affect dynamics research studies how students' emotions develop and manifest during the use of computer-based learning environments. Recent research has shown that the affect dynamics is not universal and depends on the students' context, mainly their country. When analyzing the Brazilian research literature, we have not found previous work on affect dynamics that developed a statistically validated model in the Brazilian context. Still, research in the area of affect dynamics has not taken into account the characteristics of each student, such as gender. This paper presents the first affect dynamics model, with statistical validity, using data from Brazilian students learning with a step-based ITS for math. This model enabled the discovery of significant transitions between the academic emotions of confusion, frustration, boredom, and engagement. In addition, this work presents an analysis of the affective dynamics considering the students' gender. Through this analysis, it was possible to identify that there are significant transitions depending on the student's gender, such as the transition from boredom to engagement that is only significant for female students.

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Author Biography

Patricia A. Jaques, PPG em Informática (PPGInf) Universidade Federal do Paraná (UFPR)

Patrícia Jaques Maillard, bolsista de produtividade do CNPq (PQ2), é doutora em Ciência da Computação pela Universidade Federal do Rio Grande do Sul, com estágio de doutorado no Laboratório de Informática de Grenoble, na França. Realizou pós-doutorado na Carnegie Mellon em 2012, no Human Computer Interaction Institute. Atualmente é professora colaborador e pesquisadora no Programa de Pós-Graduação em Informática (PPGInf) na Universidade Federal do Paraná (UFPR), onde orienta alunos de mestrado e doutorado. Atua na área de Ciência da Computação, com ênfase em Inteligência Artificial aplicada à Educação. Publicou diversos artigos em periódicos especializados e vários trabalhos em anais de eventos, além de editar livros e escrever capítulos de livros voltados ao tema de Inteligência Artificial aplicada à Educação e Informática na Educação, tendo recebido diversos prêmios de melhor artigo ou trabalho de pesquisa. Foi Coordenadora do Comitê de Programa do CSBC-WIE 2010, chair da Trilha de Inteligência Artificial do SBIE-WIE 2011 e coordenadora geral do DesafIE 2016. A profa. Patrícia também é editora associada do IEEE Transactions on Learning Technologies (TLT) e faz parte do Editorial Board do Springer Journal on Multimodal User Interfaces, além de participar do comitê de programa de várias conferências nacionais e internacionais renomadas em Informática na Educação, Inteligência Artificial e Computação Afetiva (tais como ITS, ACII, SBIE, SBIA, etc). Foi membro da Comissão Especial de Informática na Educação do SBC nos anos de 2011, 2012, 2015, 2016 e 2017. Patricia foi coordenadora do projeto CAPES/COFECUB PRAIA (2006-2010), coordenadora do lado brasileiro do projeto STIC-AMSUD ACAI (2011-2012) e coordenadora internacional de projeto STIC-AMSUD Empatia (2018-2019). Atua na área de Ciência da Computação, com ênfase em Inteligência Artificial aplicada a Educação.

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Published

2022-10-26

How to Cite

MORAIS, F. de; JAQUES, P. A. Affect dynamics in an Intelligent Tutoring System for math in the Brazilian context: an analysis of academic emotions transitions. Brazilian Journal of Computers in Education, [S. l.], v. 30, p. 519–541, 2022. DOI: 10.5753/rbie.2022.2577. Disponível em: https://journals-sol.sbc.org.br/index.php/rbie/article/view/2577. Acesso em: 21 nov. 2024.

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Vol. 30 (2022)

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