Affective learning: improving engagement and enhancing learning with affect-aware feedback

This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students’ affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students’ affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students’ performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning

Combining Exploratory Learning With Structured Practice to Foster Conceptual and Procedural Fractions Knowledge

Robust domain knowledge consists of conceptual and procedural knowledge. The two types of knowledge develop together, but are fostered by different learning tasks. Exploratory tasks enable students to manipulate representations and discover the underlying concepts. Structured tasks let students practice problem-solving procedures step-by-step. Educational technology has mostly relied on providing only either task type, with a majority of learning environments focusing on structured tasks. We investigated in two quasi-experimental studies with 8-10 years old students from UK (N = 121) and 10-12 years old students from Germany (N = 151) whether a combination of both task types fosters robust knowledge more than structured tasks alone. Results confirmed this hypothesis and indicate that students learning with a combination of tasks gained more conceptual knowledge and equal procedural knowledge compared to students learning with structured tasks only. The results illustrate the efficacy of combining both task types for fostering robust fractions knowledge

Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge

Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing exploratory tasks, and an intelligent tutoring system, providing structured tasks, fosters procedural and conceptual knowledge more than the intelligent tutoring system alone. Participants were 121 students from the UK (aged 8–10 years old) and 151 students from Germany (aged 10–12 years old) who were studying equivalent fractions. Results confirmed that students learning with a combination of exploratory and structured tasks gained more conceptual knowledge and equal procedural knowledge compared to students learning with structured tasks only. This supports the use of different but complementary educational technologies, interleaving exploratory and structured tasks, to achieve a “combination effect” that fosters robust fractions knowledge

More Than Spikes: On the Added Value of Non-linear Intracranial EEG Analysis for Surgery Planning in Temporal Lobe Epilepsy.

Epilepsy surgery can be a very effective therapy in medication refractory patients. During patient evaluation intracranial EEG is analyzed by clinical experts to identify the brain tissue generating epileptiform events. Quantitative EEG analysis increasingly complements this approach in research settings, but not yet in clinical routine. We investigate the correspondence between epileptiform events and a specific quantitative EEG marker. We analyzed 99 preictal epochs of multichannel intracranial EEG of 40 patients with mixed etiologies. Time and channel of occurrence of epileptiform events (spikes, slow waves, sharp waves, fast oscillations) were annotated by a human expert and non-linear excess interrelations were calculated as a quantitative EEG marker. We assessed whether the visually identified preictal events predicted channels that belonged to the seizure onset zone, that were later resected or that showed strong non-linear interrelations. We also investigated whether the seizure onset zone or the resection were predicted by channels with strong non-linear interrelations. In patients with temporal lobe epilepsy (32 of 40), epileptic spikes and the seizure onset zone predicted the resected brain tissue much better in patients with favorable seizure control after surgery than in unfavorable outcomes. Beyond that, our analysis did not reveal any significant associations with epileptiform EEG events. Specifically, none of the epileptiform event types did predict non-linear interrelations. In contrast, channels with strong non-linear excess EEG interrelations predicted the resected channels better in patients with temporal lobe epilepsy and favorable outcome. Also in the small number of patients with seizure onset in the frontal and parietal lobes, no association between epileptiform events and channels with strong non-linear excess EEG interrelations was detectable. In contrast to patients with temporal seizure onset, EEG channels with strong non-linear excess interrelations did neither predict the seizure onset zone nor the resection of these patients or allow separation between patients with favorable and unfavorable seizure control. Our study indicates that non-linear excess EEG interrelations are not strictly associated with epileptiform events, which are one key concept of current clinical EEG assessment. Rather, they may provide information relevant for surgery planning in temporal lobe epilepsy. Our study suggests to incorporate quantitative EEG analysis in the workup of clinical cases. We make the EEG epochs and expert annotations publicly available in anonymized form to foster similar analyses for other quantitative EEG methods