Motivational Diagnosis in ITSs: Collaborative, Reflective Self-Report

A central challenge in the design of motivationally intelligent tutoring systems lies in defining and diagnosing a learner’s motivational state: in particular, in distinguishing between the learner’s motivational and affective states. We discuss existing AIED approaches and outline an alternative approach that incorporates reflective peer collaboration. The paper raises questions about the basis for the design of motivationally intelligent tutoring systems.

• Type: Conference
• Year: 2009
• Where: AIED
• Authors: Katerina Avramides, Benedict du Boulay
• Keywords: AIED 2009, Artificial Intelligence, Intelligent Tutoring Systems, Learner’s Motivational State, Reflective Peer Collaboration