The Affective Meta-Tutoring Project: How to motivate students to use effective meta-cognitive strategies

Kurt Vanlehn, Winslow Burleson, Maria Elena Chavez Echeagaray, Robert Christopherson, Javier Gonzalez Sanchez, Jenny Hastings, Yoalli Hidalgo Pontet, Lishan Zhang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Meta-tutoring applies the basic policies of interactive tutoring to get students to adopt effective meta-cognitive strategies. Unfortunately, when the meta-tutor is removed, students often revert to using ineffective strategies. This paper is an early report on the progress of the Affective Meta-Tutoring (AMT) project, which will use an affective learning companion to motivate students to more permanently adopt effective meta-cognitive strategies.

Original languageEnglish (US)
Title of host publicationProceedings of the 19th International Conference on Computers in Education, ICCE 2011
Pages128-130
Number of pages3
StatePublished - 2011
Event19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai, Thailand
Duration: Nov 28 2011Dec 2 2011

Publication series

NameProceedings of the 19th International Conference on Computers in Education, ICCE 2011

Other

Other19th International Conference on Computers in Education, ICCE 2011
CountryThailand
CityChiang Mai
Period11/28/1112/2/11

Keywords

  • Affective computing
  • Affective learning companions
  • Intelligent tutoring systems
  • Meta-cognition
  • Self-regulated learning

ASJC Scopus subject areas

  • Education

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  • Cite this

    Vanlehn, K., Burleson, W., Echeagaray, M. E. C., Christopherson, R., Sanchez, J. G., Hastings, J., Pontet, Y. H., & Zhang, L. (2011). The Affective Meta-Tutoring Project: How to motivate students to use effective meta-cognitive strategies. In Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 (pp. 128-130). (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).