Enhancing ITS instruction with integrated assessments of learner mood, motivation and gender

ITS instruction may be enhanced by models of student motivation and mood, in addition to cognitive skills and domain knowledge. In an initial study, self-assessments by high school students of their mathematics motivation and mood showed gender differences in response to ITS instruction, and predicted students' intention to learn from the ITS and use of multimedia help features.

• Type: Conference
• Year: 2005
• Where: AIED
• Authors: Carole R. Beal, Erin Shaw, Yuan-Chun Chiu, Hyokyeong Lee, Hannes Högni Vilhjálmsson, Lei Qu
• Keywords: AIED 2005, Artificial Intelligence, Mathematics Motivation, Mood Showed Gender, Student Motivation