Titlebook: Affective Feedback in Intelligent Tutoring Systems; A Practical Approach Samantha Jiménez,Reyes Juárez-Ramírez,Juan José Ta Book 2018 The A

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Feedback and Affectivity in Intelligent Tutoring Systems,er-based learning systems are particularly appropriate for remote teaching and learning at any time and place, away from classrooms and do not necessarily require the presence of a human instructor (Alepis and Virvou in Expert Syst. Appl. 38:9840–9847, 2011, [.]). There are several types of computer

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A Model for Providing Affective Feedback, of real objects or systems and are applied in a variety of scientific disciplines (Sampieri et al. in Metodologia de la Investigación. McGraw-Hill Inc. 2006, [.]). The objectives of a model include three aspects: (1) to facilitate understanding by eliminating unnecessary components; (2) to aid in d

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Ancillary

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Conclusions,and affective feedback in learning systems. In the second instance, based on the information provided by the literature, it defines an Affective Feedback Model (AFM) to improve student motivation, and also it describes the implementation of the Affective Feedback System (AFS) in an instant message box and its integration to an ITS.

hypotension

Corporate Crisis-Response Match,ality. On the other hand, the second assessment perspective analyzes the student motivation to learn prior and post interaction affective feedback approach interaction. Finally, the third approach the effect of an Affective Feedback System (AFS) on student motivation to learn. In this evaluation, students interact with the AFS and with a non-AFS.

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Book 2018dents motivated. Affectivity and motivation are also significant in computer-based tutoring systems. However, several educational frameworks do not include this kind of interaction between students and tutoring systems. In those cases, the students learning interest and motivation to learn could be