Towards a Motivationally Intelligent Pedagogy: How Should an Intelligent Tutor Respond to the Unmotivated or the Demotivated?-Reference-Cited by-同舟云学术

Towards a Motivationally Intelligent Pedagogy: How Should an Intelligent Tutor Respond to the Unmotivated or the Demotivated?

Published:2011 Issue: Volume: Page:41-52
ISSN:
Container-title:New Perspectives on Affect and Learning Technologies
language:
Short-container-title:

Author:

Boulay Benedict du

Publisher

Springer New York

Link

http://link.springer.com/content/pdf/10.1007/978-1-4419-9625-1_4.pdf

Reference23 articles.

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2. Avramides, K., & du Boulay, B. (2009). Motivational Diagnosis in ITSs: Collaborative, reflective self-report. In V. Dimitrova, R. Nizoguchi, B. du Boulay & A. Graesser (Eds.), Artificial intelligence in education. Building learning systems that care: From knowledge representation to affective modelling (Vol. Frontiers in Artificial Intelligence and Applications 200, pp. 587–589). Amsterdam: IOS Press.

3. Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., & Koedinger, K. (2008). Why students engage in “gaming the system” behaviours in interactive learning environments. Journal of Interactive Learning Research, 19(2), 185–224.

4. Balaam, M., Fitzpatrick, G., Good, J., & Luckin, R. (2010). Exploring affective technologies for the classroom with the subtle stone. Paper presented at the Proceedings of the 28th international conference on Human factors in computing systems (CHI 2010). Atlanta, Georgia.

5. Balaam, M., Luckin, R., & Good, J. (2009). Supporting affective communication in the classroom with the Subtle Stone. International Journal of Learning Technology, 4(3–4), 188–215.

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