Emote-aloud protocols show learner emotions correlate systematically with AutoTutor dialogue features¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Graesser et al. established significant correlations between dialogue characteristics and confusion, eureka experiences, and frustration. → Nicole C. Krämer & Gary Bente 2010

Evidence¶

Nicole C. Krämer & Gary Bente 2010¶

Nicole C. Krämer & Gary Bente. (2010). Personalizing e-Learning. The Social Effects of Pedagogical Agents. Educ Psychol Rev. https://doi.org/10.1007/s10648-010-9123-x

q2 · i? · review · r2

The review reports Graesser et al.'s (2008) emote-aloud analysis: "significant correlations for confusion, eureka experiences, and frustration," with confusion negatively correlated with positive feedback and positively with hints. No coefficients are printed.

"The authors established significant correlations for confusion, eureka experiences, and frustration. Confusion is negatively correlated with positive feedback or assertion from the tutor and positively correlated with hints."

Discussion¶

Related Claims¶

• Prior research established correlations between observable student experiences such as frustration and clickstream data in ASSISTments, enabling experience-variable equity research without demographic data — related
• The emote-aloud procedure is limited by non-reporting and floor effects: 2 of 7 participants did not verbalise affective states and four states were removed from analysis — related
• Frustration during learning is associated with facial action units 1, 2, and 14, with a mutual trigger rule between the inner and outer brow raises — related
• Confusion during learning is associated with facial action units 4, 7, and 12, with tightened lids tending to trigger a lowered brow — related
• Boredom during learning shows a significant association with facial action unit 43 (eye closure), but no association rules between action units — related
• No significant impact of frustration or boredom (or anxiousness, discouragement, distractedness) on practice performance was found — related
• On novel, hard tasks, superior trained adults tend to jump at conclusions, accept results without surety, and become confused, more than orthodox psychology supposes — related