cognitive reasoning to respond affectively to the student patrícia a. jaques magda bercht rosa m....
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Cognitive Reasoning to Respond
Affectively to the StudentPatrícia A. Jaques
Magda Bercht
Rosa M. Vicari
UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL BRASIL
Overview
• Context– Background and Motivation
• Bercht´s work• Jaques’ work• Conclusion
Education
Computer Science
Psychology andCognitive Science
Context - Background and Motivation
Multidisciplinary Area
Intelligent Tutoring Systems
programs that
adopt teaching
strategies in
accordance with
the student’s
model that was
built based on
the interaction
with the student
[Vicari, 92].
Context - Background and Motivation
Pedagogical Agents:
•educational system (ITS) implemented using the agent paradigm;
• a software agent is an entity that functions independently and continuously in a particular environment that is always inhabited by other agents and processes.
These agents can be modelled as:
(1) co-operative/ competitive software entities that work in one background as part of the architecture of the educational system, or as;
(2) personal and animated characters that interact with the user.
Context - Background and Motivation
Affectivity , Emotions :
Why:
•The affectivity is the motor of the intellectual activity.
Energy [Piaget,89].
• Vygotsky considers the unit between the intellectual, evolutive and affective processes [Vygotsky, 78].
Theoretical basis:
•Cognitive Approach of Emotions:•Emotions require cognitive processes to generate or to retrieve preferences or meaning. •They are activated by an individual’s interpretations in relation to the pleasant or disappointing aspects of an event.
OCC Model
OCC Model.
Emotions are elicited on the person’s subjective evaluation
(appraisal) of a situation, event or object
Context - Background and Motivation
Agents and Mental States BDI ( Beliefs, Desires, Intentions )
Desires
Beliefs
Intentionsbasic mental states to model agents according to intentional approach to describe and preview behaviour [Bratman,89]
Software tool:
X-BDI by Michael Móra [Móra, 2000] to specify and
develop cognitive agents
Context - Background and Motivation
BDI Architecture : why ?
• The mentalistic approach is appropriate because we follow the cognitive approach of emotion [Ortony,CloreCollins, 1999] [Scherer, 1999] .
• According to cognitive approach of emotion :Emotions are elicited by a cognitive evaluation that a person
makes about the personal significance of an agent, object or action.
• The implementation of the pedagogical agent using BDI makes possible to verify, in a simple manner, the relationship among the tutor’s actions and the mental states inferred about the student.
Bercht’s work
• It approaches part of the human emotional-intellectual
process involved in a teaching and learning situation
• Development of a student model that takes into account
factors that build emotions developed in a situation of
interaction with educational computing systems
• Implementation of an affective student model using BDI
approach
Student ModelPERCEPTION
INTERFACE
Intellectual Schema
Affective Schema
Actions
Kernel
GlobalState
ofStudent
Environment
Bercht’s works
Building the Student Model
• The student’s affectivity is inferred by his instrumental observable behaviour and stored as beliefs the tutor has about the student
• The first version of the prototype constructs a representation of the student by two dimensions: affective and intellectual
• The affective dimension is modelled :
– by considering the student’s motivation on three factors: effort (E), independence ( I) and confidence (C), and
– by considering the student’s dislike emotion inferred according to the OCC theory.
Berth's work
Components factors of Motivation
Situation Type of help Confidence
None respond Asks for help -1
correct With help +1
correct Without help +2
Wrong Without help -1
Wrong With help -2
Confidence
Model
State of Help Type of Help Independence
Suggested - -1
Given Generic -1
Given Specific -2
Not used - +1
Denied - +1
Rejected - +2
Independence Model
Components factors of Motivation
State of Task Steps Help Effort
Give up None - None
Give up Few With help Minimum
Give up Few Without help Short
Realized Few With help Short
Realized Few Without help Medium
Give up Many With help Medium
Give up Many Without help Big
Realized Many With help Big
Realized Many Without help Maximum
Effort Model
bel(tutor, mean_student_performance(7))).bel(tutor, student_confidence(7)).bel(tutor, student_independence(4)). bel(tutor, student_effort(mean)).bel(tutor, student_dislike(4)).
des(tutor, encourage_independence).
(1) (not_put_help_available (Y) , send_message(X)) causes
(bel(tutor, encourage_indep) , bel(tutor, displease_student(N))) if
bel(tutor, indicator_development(wait)),
(2) bel(tutor, student_asks_help (Y, X)) ,
bel(tutor, ind_affective(encourage_independence)),
bel(tutor, displease_student(N1)), N is N1 + 1.
Bercht’s work tutor agent´s kernel in operation
Tutor beliefs about the student after time observation
Candidate desire to current tutor´s intention
Actions taken if triggers (2) becomes concrete
Belief about student´s dislike
• An animated pedagogical tutor that aims at promoting a positive mood in the student more ideal to learning.
• It catches the student's affective state, by his observable behaviour, and applies tactics in accordance with student's affectivity, i. e., promotes actions that aim to adequate the system to the student's affective state.
Jaques’s work
Jaques’ works
Identifying Student’s Emotions
• Mediating Agent catches the student’s emotions by his observable behaviour and has an affective model to store this information. We chose this method because it seems the most natural way for the student to interact with the educational system.
• Which emotions?– Satisfaction and Disappointment
• based on OCC model– Motivation:
• based on Bercht’s work.
Jaques’ work
How to recognise satisfaction and disappointment emotions?
• The OCC model considers that emotions of satisfaction and disappointment are elicited when events of the world are appraised according to their desirability with respect to the user’s goals.
• To determine the student’s emotions:
– Define student’s goals;– Determine events that happens in the
educational environment;
– Define if this events are desirable or undesirable according to student´s goals.
• Events:
– performance in exercises
– tutor’s feedback
• All events in the system will be evaluated according to its desirability in function of student’s goals.
Jaques’ work
Tutor Beliefs about student’s emotions
bel (tutor, student_goal (rewards))
bel (tutor, event (task_not_accomplished))
bel (tutor, event (task_not_accomplished, undesirable)) if
bel (tutor, student_goal (rewards))
bel (tutor, student_emotion(disappointment)) if
(event (x, undesirable));
Tutor knows student´s goal: obtain rewards
Event: student didn’t accomplished the task
Tutor knows that the event is undesirable for
student
Tutor knows that students is disappointed when event
is undesirable
Emotion = Disappointment
Jaques’ work
Definition of Pedagogical Tactics
• Domain tactics:
– Tactics for performance and competence that are handled by another agent of the tutoring system;
• Affective tactics:
– (1) pedagogical tactics to motivate and encourage the student or
– (2) emotional behaviour to promote the student's positive mood, more appropriate to learning.
Work in progress
Conclusions obtained benefits
Multi-agent approach:
In the case of Bercht’s and Jaques´ works, the agent responsible for considering the student’s affectivity are inserted in a multi-agent environment where it interacts with other agents responsible for the whole interaction with the student.
Mentalistic Approach:
It allows easy revision and frequent modification of the student's information [5]. The student's model is built in a dynamic way from each interaction in real time [8].
The tutor built as a cognitive agent with mental attitudes can reason about the student’s appraisal according to OCC model in order to infer his affective states, as well as deciding the best (affective and intellectual) pedagogical tactics to be applied.
Conclusions obtained benefits
Student model based on affective and intellectual dimensions
enable a more precise description from a student’s qualitative
point of view. It makes possible that the student is represented by
values other than performance or based on statistic profiles;
The approach of part of the human intellectual-emotional process
involved in a learning situation. It makes possible to develop
studies that aim at understanding this process. Results and
research may serve Psychology, in special Psychopedagogy.