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Improving Student Models by Reasoning about Cognitive Ability, Emotions and Gender

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User Modeling 2001 (UM 2001)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 2109))

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Abstract

We explore how cognitive, socio-biological and emotional conditions of the student help predict behavior within an ITS, and how instruction should be adapted depending on these variables to improve educational outcomes. Cognitive, social and emotional factors tend to be more permanent in nature than student’s knowledge. Our approach is to diagnose them with pre-tests before the user starts using the system.

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References

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Author information

Authors and Affiliations

  1. Department of Computer Science, University of Massachusetts, Amherst

    Ivon Arroyo & Beverly Park Woolf

  2. School of Education, University of Massachusetts, Amherst

    Ivon Arroyo & Beverly Park Woolf

Authors
  1. Ivon Arroyo
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  2. Beverly Park Woolf
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Editor information

Editors and Affiliations

  1. German Research Center for Artificial Intelligence (DFKI GmbH), Stuhlsatzenhausweg 3, 66123, Saarbrücken, Germany

    Mathias Bauer

  2. University of Texas, 19015, Arlington, TX, 76019-0015, USA

    Piotr J. Gmytrasiewicz

  3. Department of Computer Science ARIES, University of Saskatchewan, 1C101 Engineering Bldg., 57 Campus Dr., Saskatoon, SK, Canada, S7N 5A9

    Julita Vassileva

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© 2001 Springer-Verlag Berlin Heidelberg

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Arroyo, I., Park Woolf, B. (2001). Improving Student Models by Reasoning about Cognitive Ability, Emotions and Gender. In: Bauer, M., Gmytrasiewicz, P.J., Vassileva, J. (eds) User Modeling 2001. UM 2001. Lecture Notes in Computer Science(), vol 2109. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-44566-8_40

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  • DOI: https://doi.org/10.1007/3-540-44566-8_40

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  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-42325-6

  • Online ISBN: 978-3-540-44566-1

  • eBook Packages: Springer Book Archive

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