Addressing affective states with empathy and growth mindset

Ivon Arroyo; Sarah Schultz; Naomi Wixon; Kasia Muldner; Winslow Burleson; Beverly P. Woolf

Addressing affective states with empathy and growth mindset

Ivon Arroyo, Sarah Schultz, Naomi Wixon, Kasia Muldner, Winslow Burleson, Beverly P. Woolf

Research output: Contribution to journal › Conference article › peer-review

Abstract

We present results of a randomized controlled study that compared different types of affective support messages delivered by pedagogical agents. Results suggest that using a character that is empathic and emphasizes the malleability of intelligence and the importance of effort provides useful results in student learning, while reducing boredom and anxiety. Emphasizing success and failure ("That is correct/wrong") appears to be detrimental to learning and interest and promotes anxiety. We examine a variety of student affective, cognitive and engagement outcomes in an intelligent tutoring system for mathematics.

Original language	English (US)
Journal	CEUR Workshop Proceedings
Volume	1618
State	Published - 2016
Externally published	Yes
Event	24th ACM Conference on User Modeling, Adaptation and Personalisation, UMAP 2016 - Halifax, Canada Duration: Jul 13 2016 → Jul 16 2016

Keywords

Affect
Empathy
Growth Mindset
Pedagogical Agents

ASJC Scopus subject areas

General Computer Science

Cite this

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author = "Ivon Arroyo and Sarah Schultz and Naomi Wixon and Kasia Muldner and Winslow Burleson and Woolf, {Beverly P.}",

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AU - Arroyo, Ivon

AU - Schultz, Sarah

AU - Wixon, Naomi

AU - Muldner, Kasia

AU - Burleson, Winslow

AU - Woolf, Beverly P.

N1 - Funding Information: This research is supported by the National Science Foundation (NSF) #1324385 IIS/Cyberlearning DIP: Collaborative Research: Impact of Adaptive Interventions on Student Affect, Performance, and Learning. Any opinions, findings, and conclusions, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of NSF.

PY - 2016

Y1 - 2016

N2 - We present results of a randomized controlled study that compared different types of affective support messages delivered by pedagogical agents. Results suggest that using a character that is empathic and emphasizes the malleability of intelligence and the importance of effort provides useful results in student learning, while reducing boredom and anxiety. Emphasizing success and failure ("That is correct/wrong") appears to be detrimental to learning and interest and promotes anxiety. We examine a variety of student affective, cognitive and engagement outcomes in an intelligent tutoring system for mathematics.

AB - We present results of a randomized controlled study that compared different types of affective support messages delivered by pedagogical agents. Results suggest that using a character that is empathic and emphasizes the malleability of intelligence and the importance of effort provides useful results in student learning, while reducing boredom and anxiety. Emphasizing success and failure ("That is correct/wrong") appears to be detrimental to learning and interest and promotes anxiety. We examine a variety of student affective, cognitive and engagement outcomes in an intelligent tutoring system for mathematics.

KW - Affect

KW - Empathy

KW - Growth Mindset

KW - Pedagogical Agents

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AN - SCOPUS:84984638434

SN - 1613-0073

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Y2 - 13 July 2016 through 16 July 2016

ER -

Addressing affective states with empathy and growth mindset

Abstract

Keywords

ASJC Scopus subject areas

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