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Adaptive Feedback Based on Student Emotion in a System for Programming Practice

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Intelligent Tutoring Systems (ITS 2018)

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 10858))

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Abstract

We developed a system for programming practice that provides adaptive feedback based on the presence of confusion on the student. The system provides two types of adaptive feedback. First, it can control the complexity of the exercises presented to the student. Second, it can offer guides for the exercises when needed. These feedback are based on the presence of confusion, which is detected based on the student’s compilations, typing activity, and facial expressions using a hidden Markov model trained on data collected from introductory programming course students. In this paper we discuss the system, the approach for detecting confusion, and the types of adaptive feedback displayed. We tested our system on Japanese university students and discuss the results and their feedback. This study can lay the foundation for the development of intelligent programming tutors that can generate personalized learning content based on the state of the individual learner.

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Authors and Affiliations

  1. Future University Hakodate, Hakodate, Hokkaido, 041-8655, Japan

    Thomas James Tiam-Lee & Kaoru Sumi

Authors
  1. Thomas James Tiam-Lee
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  2. Kaoru Sumi
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Correspondence to Thomas James Tiam-Lee or Kaoru Sumi .

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Editors and Affiliations

  1. Université du Québec, Montreal, Québec, Canada

    Roger Nkambou

  2. NCSU, Raleigh, North Carolina, USA

    Roger Azevedo

  3. University of Saskatchewan, Saskatoon, Saskatchewan, Canada

    Julita Vassileva

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Tiam-Lee, T.J., Sumi, K. (2018). Adaptive Feedback Based on Student Emotion in a System for Programming Practice. In: Nkambou, R., Azevedo, R., Vassileva, J. (eds) Intelligent Tutoring Systems. ITS 2018. Lecture Notes in Computer Science(), vol 10858. Springer, Cham. https://doi.org/10.1007/978-3-319-91464-0_24

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  • DOI: https://doi.org/10.1007/978-3-319-91464-0_24

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  • Print ISBN: 978-3-319-91463-3

  • Online ISBN: 978-3-319-91464-0

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