We report on two studies that suggest that showing reports of student progress at key moments of deactivating negative emotions (boredom or lack of excitement) can help improve students' affective state and learning behavior while using an adaptive math tutoring system. The studies involved 160 middle-school students in public schools in Arizona and California who reported higher levels of interest and excitement and also demonstrated more positive engagement behavior when using the intervention progress pages. © 2013 Springer-Verlag Berlin Heidelberg.
CITATION STYLE
Rai, D., Arroyo, I., Stephens, L., Lozano, C., Burleson, W., Woolf, B. P., & Beck, J. E. (2013). Repairing deactivating negative emotions with student progress pages. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 7926 LNAI, pp. 795–798). Springer Verlag. https://doi.org/10.1007/978-3-642-39112-5_115
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