Sintija Petrovica

Design and implementation of agent interaction mechanisms for emotionally intelligent tutoring systems

Abstract - Modern intelligent systems are built from intelligent agents, but usually agent interaction mechanisms are described at the general level omitting design and implementation details. The paper presents aspects of practical implementation of agent interaction mechanisms in JADE platform on the basis of the set of agents for modelling student’s emotions in intelligent tutoring systems. The concepts of an intelligent and affective tutoring system, agent, and agent interaction are explained, as well.

The Adaptation Approach for Affective Game-Based Assessment

Abstract Game-based learning as a learning approach has been popular for ages; however, game-based assessment as a trend started to evolve only few years ago. Since knowledge assessment is more associated with negative emotions, systems intended to assess knowledge should take into consideration emotions as well. The analysis of existing studies shows that systems with integrated game-based assessment seldom utilise learner’s emotions for provision of adaptation. The main aim of the present paper is to introduce an adaptation approach for to affective game-based assessment.

Tutoring and Assessment Through Games and Emotions

Research in psychology, neuroscience, pedagogy, and cognitive science has shown that emotions (or affect) play a key role in the learning process, decision making, understanding of a problem domain and motivation to learn. As a result, researchers have been working on the creation of affective tutoring systems. Meanwhile, game-based learning is becoming more and more popular and it is considered as an emerging technology that will have a large impact on education in the next 2-3 years. Therefore, there is no doubt that researchers believe that the combination of educational games and affective tutoring systems may improve students� performance. The aim of this paper is to describe the current state of this research direction and to identify gaps and possible opportunities for the future work. Research shows that the main emphasis is on the adapted teaching/learning process that takes into account both students knowledge and emotions but the aspect of the assessment, which also is an integral part of this process, has been neglected in tutoring systems that include emotions and game-based interactions.