By Allan M. Collins (auth.), Beverley P. Woolf, Esma Aïmeur, Roger Nkambou, Susanne Lajoie (eds.)

This ebook constitutes the refereed complaints of the ninth overseas convention on clever Tutoring platforms, ITS 2008, held in Montreal, Canada, in June 2008.

The sixty three revised complete papers and sixty one poster papers awarded including abstracts of five keynote talks have been rigorously reviewed and chosen from 207 submissions. The papers are geared up in topical sections on emotion and impact, instruct overview, pupil modeling, laptop studying, authoring instruments , teach suggestions and intervention, information mining, e-learning and Web-based ITS, typical language concepts and discussion, narrative tutors and video games, semantic net and ontology, cognitive types, and collaboration.

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Additional info for Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings

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We answered this question by examining the proportion of emotions reported by each judge. Table 1 presents means and standard deviations for the proportion scores that were computed individually for each of the 28 learners and 3 judges. P P B B B B B B B 14 S. D’Mello et al. Table 1. 004 We performed a 3×7×2 factor repeated measures ANOVA on the proportions of emotions observed by the three judges. The two within subject factors were the affect judge with 3 levels (self, teacher1, and teacher2) and the emotion with 7 levels (boredom, confusion, delight, flow, frustration, neutral, surprise).

Also, some learners might not display emotions in front of a computer, or some users might display emotions differently; even though people do tend to treat computers and other digital media socially, it does not necessarily mean that people’s responses in the HHI and HCI contexts are equivalent. On the other hand, some people are naturally more private about their feelings; such individuals might respond to the invasion of their private emotional space by a perceptive affective agent with a range of reactions from withdrawal to fear.

In educational research the difference between learning performance under the ideal one-to-one tutoring conditions and other methods of instruction has been referred as the 2 Sigma problem [2]. It is very likely that the affective gap in ITSs can partially explain the 2 Sigma problem in the ITSs’ context. B. Woolf et al. ): ITS 2008, LNCS 5091, pp. 19–28, 2008. © Springer-Verlag Berlin Heidelberg 2008 20 K. Zakharov, A. Mitrovic, and L. Johnston The semantic component of social interaction, most frequently taking the form of speech, is often accompanied by the affective interaction component, which is considered equally or sometimes even more important then the semantic component [3].

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