Detecting and reacting to the learner’s motivational state

Abstract

Teaching knowledge implemented in current Intelligent Tutoring Systems (ITSs) concerns mostly cognitive aspects of instructional processes. However, teachers often interweave motivational tactics with the instructional decisions, building conditions that stimulate learning. Educational Research has provided several theories of instructional motivation which may be implemented in ITSs, in order to provide more appealing and effective interactions. Relevant aspects of implementing explicit motivational theories are discussed in this paper.