Abstract
Teaching knowledge implemented in current Intelligent Tutoring Systems (ITSs) concerns mostly cognitive aspects of instructional processes. However, teachers often interweave motivational tactics with the instructional decisions, building conditions that stimulate learning. Educational Research has provided several theories of instructional motivation which may be implemented in ITSs, in order to provide more appealing and effective interactions. Relevant aspects of implementing explicit motivational theories are discussed in this paper.
Sponsored by the Brazilian Council for Scientific and Technological Development (CNPq)
This article was processed using the LaTEX macro package with LLNCS style
This is a preview of subscription content, log in via an institution to check access.
Preview
Unable to display preview. Download preview PDF.
References
Anderson, J. R., Boyle, C. F. & Yost, G.: The Geometry Tutor. In Proceedings of the International Joint Conference on Artificial. Intelligence (1985).
Arshad, F.: The Design of Knowledge-based Advisors for Learning. Ph.D. thesis School of Education, University of Leeds (1990).
Burton, R. R. & Brown, J. S.: An investigation of computer coaching for informal learning activities. In Sleeman, D. & Brown, J. (Eds.): Intelligent Tutoring Systems (1982) Academic Press.
Keller, J. M.: Motivational design of instruction. In Reigeluth, C. M. (Ed.): Instructional-design Theories and Models: An Overview of Their Current Status (1983) Lawrence Erlbaum.
Keller, J. M.: Strategies for stimulating the motivation to learn. Performance and Instruction Journal 26 (1987) 1–7
Keller, J. M.: The systematic process of motivational design. Performance and Instruction Journal 26 (1987) 1–8
Lepper, M. R. & Chabay, R. W.: Socializing the intelligent tutor: bringing empathy to computer tutors. In Mandl, H. & Lesgold, A. (Eds.): Learning Issues for Intelligent Tutoring Systems (1988) Springer-Verlag.
Lepper, M. R. & Malone, T.: Intrinsic motivation and instructional effectiveness in computer-based education. In Snow, R. & Farr, M. (Eds.): Aptitude, Learning and Instruction: Conative and Affective Process Analyses (1987) Lawrence Erlbaum.
Malone, T. & Lepper, M. R.: Making learning fun. In Snow, R. & Farr, M. (Eds.): Aptitude, Learning and Instruction: Conative and Affective Process Analyses (1987) Lawrence Erlbaum.
Shuell, T. J.: Designing instructional computing systems for meaningful learning. In Winne, P. H. & Jones, M. (Eds.): Foundations and Frontiers in Instructional Computing Systems (in press) Springer-Verlag.
Tosti, D. T.: Formative feedback. NSPI Journal October (1978).
(Wasson) Brecht, B.: Determining the Focus of Instruction: Content Planning for Intelligent Tutoring Systems. Ph.D. thesis Department of Computational Science, University of Saskatchewan (1990).
Woolf, B. P.: Context-dependent Planning in a Machine Tutor. Ph.D. thesis Department of Computer and Information Science, University of Massachusetts (1984).
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 1992 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Del Soldato, T. (1992). Detecting and reacting to the learner's motivational state. In: Frasson, C., Gauthier, G., McCalla, G.I. (eds) Intelligent Tutoring Systems. ITS 1992. Lecture Notes in Computer Science, vol 608. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-55606-0_66
Download citation
DOI: https://doi.org/10.1007/3-540-55606-0_66
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-55606-0
Online ISBN: 978-3-540-47254-4
eBook Packages: Springer Book Archive