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Raising Confidence Levels Using Motivational Contingency Design Techniques

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Intelligent Tutoring Systems (ITS 2006)

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 4053))

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Abstract

Motivation plays a key role in learning and teaching, in particular in technology enhanced learning environments. According to motivational theories, proper contingency design is an important prerequisite to motivate learners. In this paper, we demonstrate how confidence levels in an adaptive educational system can be raised using a contingency design technique. Learners that saw parts of a complete picture depending on their performance were more confident to solve the next task than learners who did not. Results suggest that it is possible to raise confidence levels of learners through appropriate contingency design and thus to automatically adapt to their motivational states.

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Author information

Authors and Affiliations

  1. National College of Ireland, Dublin, Ireland

    Declan Kelly & Stephan Weibelzahl

Authors
  1. Declan Kelly
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  2. Stephan Weibelzahl
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Editor information

Editors and Affiliations

  1. JAIST, 1-1, Asahi-dai, Nomi, 923-1292, Ishikawa, Japan

    Mitsuru Ikeda

  2. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA

    Kevin D. Ashley

  3. Graduate Institute of Network Learning Technology, National Central University, 300, Jhongda Rd., 32001, Jhongli City,Taoyuan County, Taiwan

    Tak-Wai Chan

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© 2006 Springer-Verlag Berlin Heidelberg

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Kelly, D., Weibelzahl, S. (2006). Raising Confidence Levels Using Motivational Contingency Design Techniques. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303_53

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  • DOI: https://doi.org/10.1007/11774303_53

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-35159-7

  • Online ISBN: 978-3-540-35160-3

  • eBook Packages: Computer ScienceComputer Science (R0)

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