Abstract
There is a growing body of evidence that supports the claim that affect plays a critical role in decision-making and performance as it influences cognitive processes [1], [2], [3]. Despite this body of research the role and function of affect is not generally recognized by the disciplines that address the broad issues of understanding complex systems and complex behavior, especially in the presence of learning. The innovative models and theories that have been proposed to facilitate advancement in the field of human-computer interaction (HCI) tend to focus exclusively on cognitive factors. Consequently, the resulting systems are often unable to adapt to real-world situations in which affective factors play a significant role. We propose several new models for framing a dialogue leading to new insights and innovations that incorporate theories of affect into the design of (affect-sensitive) cognitive machines.
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Kort, B., Reilly, R. (2002). An Affective Module for an Intelligent Tutoring System. In: Cerri, S.A., Gouardères, G., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2002. Lecture Notes in Computer Science, vol 2363. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-47987-2_95
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DOI: https://doi.org/10.1007/3-540-47987-2_95
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