Skip to main content
SpringerLink
Log in

Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion

  • Conference paper
  • First Online:
Artificial Intelligence in Education (AIED 2017)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 10331))

Included in the following conference series:

Abstract

The role of affect in learning has received increasing attention from AIED researchers seeking to understand how emotion and cognition interact in learning contexts. The dynamics of affect over time have been explored in a variety of research environments, allowing researchers to determine the extent to which common patterns are captured by hypothesized models. This paper present an analysis of affect dynamics among learners using vMedic, which teaches combat medicine protocols as part of the military training at West Point, the United States Military Academy. In doing so, we seek both to broaden the variety of learning contexts being explored in order better understand differences in these patterns and to test the theoretical predictions on the development of affect over time.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Andres, J.M., Rodrigo, M.M.T.: The incidence & persistence of affective states while playing Newton’s playground. In: 7th IEEE International Conference on Humanoid, Nanotechnology, Information Technology, Communication & Control, Environment, & Management (2014)

    Google Scholar 

  2. Baker, R.S., D’Mello, S.K., Rodrigo, M.M., Graesser, A.C.: Better to be frustrated than bored: the incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments. Int. J. Hum Comput Stud. 68(4), 223–241 (2010)

    Article  Google Scholar 

  3. Baker, R.S.J., et al.: The dynamics between student affect and behavior occurring outside of educational software. In: D’Mello, S., Graesser, A., Schuller, B., Martin, J.-C. (eds.) ACII 2011. LNCS, vol. 6974, pp. 14–24. Springer, Heidelberg (2011). doi:10.1007/978-3-642-24600-5_5

    Chapter  Google Scholar 

  4. Baker, R.S.J., Ocumpaugh, J.: Interaction-based affect detection in educational software. In: Calvo, R.A., D’Mello, S.K., Gratch, J., Kappas, A. (eds.) The Oxford Handbook of Affective Computing. Oxford University Press, Oxford (2014)

    Google Scholar 

  5. Baker, R.S.J., Rodrigo, M.M.T., Xolocotzin, U.E.: The dynamics of affective transitions in simulation problem-solving environments. In: Paiva, A.C.R., Prada, R., Picard, R.W. (eds.) ACII 2007. LNCS, vol. 4738, pp. 666–677. Springer, Heidelberg (2007). doi:10.1007/978-3-540-74889-2_58

    Chapter  Google Scholar 

  6. Benjamini, Y., Hochberg, Y.: Controlling the false discovery rate: a practical and powerful approach to multiple testing. J. R. Stat. Soc. Ser. B (Methodological) 57, 289–300 (1995)

    MATH  MathSciNet  Google Scholar 

  7. Bosch, N., D’Mello, S.: Sequential patterns of affective states of novice programmers. In: The 1st Workshop on AI-Supported Education for Computer Science (AIEDCS 2013), pp. 1–10 (2013)

    Google Scholar 

  8. Csikszentmihalyi, M.: Flow: The Psychology of Optimal Performance. Cambridge University Press, New York (1990)

    Google Scholar 

  9. Craig, S., Graesser, A., Sullins, J., Gholson, B.: Affect and learning: an exploratory look into the role of affect in learning with AutoTutor. J. Educ. Media 29(3), 241–250 (2004)

    Article  Google Scholar 

  10. D’Mello S.K., Craig, S.D., Gholson, B., Franklin, S., Picard, R., Graesser, A.C.: Integrating affect sensors in an intelligent tutoring system. In: Affective Interactions: The Computer in the Affective Loop, pp. 7–13 (2005)

    Google Scholar 

  11. D’Mello, S.K., Graesser, A.: Dynamics of affective states during complex learning. Learn. Instr. 22(2), 145–157 (2012)

    Article  Google Scholar 

  12. D’Mello, S.K., Person, N., Lehman, B.: Antecedent-consequent relationships & cyclical patterns between affective states and problem solving outcomes. In: AIED, pp. 57–64 (2009)

    Google Scholar 

  13. D’Mello, S.K., Taylor, R.S., Graesser, A.: Monitoring affective trajectories during complex learning. In: Proceedings of the 9th Annual Meeting of the Cognitive Science Study, pp. 203–208 (2007)

    Google Scholar 

  14. Ekman, P.: An argument for basic emotions. Cognition Emot. 6(3–4), 169–200 (1992)

    Article  Google Scholar 

  15. Goldberg, B., Brawner, K., Sottilare, R, Tarr, R., Billings, D., Malone, N.: Use of evidence-based strategies to enhance the extensibility of adaptive tutoring technologies. In: Interservice/Industry Training, Simulation, & Education Conference (I/ITSEC) (2012)

    Google Scholar 

  16. Guia, T.F.G., Sugay, J.O., Rodrigo, M.M.T., Macam, F.J.P., Dagami, M.M.C., Mitrovic, A.: Transitions of affective states in an intelligent tutoring system. In: Proceedings of the Philippine Computing Society, pp. 31–35 (2011)

    Google Scholar 

  17. Lehman, B., D’Mello, S., Graesser, A.: Confusion and complex learning during interactions with computer learning environments. Internet High. Educ. 15(3), 184–194 (2012)

    Article  Google Scholar 

  18. Lehman, B., Matthews, M., D’Mello, S., Person, N.: What are you feeling? Investigating student affective states during expert human tutoring sessions. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 50–59. Springer, Heidelberg (2008). doi:10.1007/978-3-540-69132-7_10

    Chapter  Google Scholar 

  19. Lerner, J., Keltner, D.: Fear, anger, and risk. J. Pers. Soc. Psychol. 81(1), 146 (2001)

    Article  Google Scholar 

  20. Liu, Z., Pataranutaporn, V., Ocumpaugh, J., Baker, R.S.J.: Sequences of frustration and confusion, and learning. In: Proceedings of the 6th International Conference on Educational Data Mining, pp. 114–120 (2013)

    Google Scholar 

  21. McQuiggan, S.W., Robison, J.L., Lester, J.C.: Affective transitions in narrative-centered learning environments. Educ. Technol. Soc. 13(1), 40–53 (2010)

    Google Scholar 

  22. Ocumpaugh, J., Baker, R., Gowda, S., Heffernan, N., Heffernan, C.: Population validity for educational data mining models: a case study in affect detection. Br. J. Educ. Technol. 45(3), 487–501 (2014)

    Article  Google Scholar 

  23. Ocumpaugh, J., Baker, R.S., Kamarainen, A.M., Metcalf, S.J.: Modifying field observation methods on the fly: metanarrative and disgust in an environmental MUVE. In: Proceedings of PALE 2013: The 4th International Workshop on Personalization Approaches in Learning Environments, pp. 49–54 (2014)

    Google Scholar 

  24. Ocumpaugh, J., Baker, R.S., Rodrigo, M.M.T.: Baker Rodrigo Ocumpaugh Monitoring Protocol (BROMP) 2.0 technical and training manual. Technical report. Teachers College, Columbia University, New York. Ateneo Laboratory for the Learning Sciences, Manila (2015)

    Google Scholar 

  25. Pekrun, R.: The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educ. Psychol. Rev. 18(4), 315–341 (2006)

    Article  Google Scholar 

  26. Rodrigo, M.M.T.: Dynamics of student cognitive-affective transitions during a mathematics game. Simul. Gaming 42(1), 85–99 (2011)

    Article  Google Scholar 

  27. Rodrigo, M.M.T., Baker, R.S.J.: Comparing the incidence and persistence of learners’ affect during interactions with different educational software packages. In: Calvo, R.A., D’Mello, S. (eds.) New Perspectives on Affect and Learning Technologies, pp. 183–202. Springer, New York (2011)

    Chapter  Google Scholar 

  28. Rodrigo, M.M.T., Baker, R.S.J., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S., San Pedro, M.C.Z.: The effects of an interactive software agent on student affective dynamics while using an intelligent tutoring system. IEEE Trans. Affect. Comput. 3(2), 224–236 (2012)

    Article  Google Scholar 

  29. Rodrigo, M.M.T., Baker, R.S., Jadud, M.C., Amarra, A.C.M., Dy, T., Espejo-Lahoz, M.B.V., Lim, S.A.L., Pascua, S.A.M.S., Sugay, J.O., Tabanao, E.S.: Affective and behavioral predictors of novice programmer achievement. In: Proceedings of the 14th ACM-SIGCSE Annual Conference on Innovation & Technology in Computer Science Education, pp. 156–160 (2009)

    Google Scholar 

  30. Rodrigo, M.M.T., Baker, R.S.J., Nabos, J.Q.: The relationships between sequences of affective states and learner achievements. In: Proceedings of the 18th International Conference on Computers in Education (2010)

    Google Scholar 

  31. Shute, V.J., Ventura, M., Kim, Y.J.: Assessment and learning of qualitative physics in Newton’s playground. J. Educ. Res. 106(6), 423–430 (2013)

    Article  Google Scholar 

Download references

Acknowledgments

This research was supported by grant by the Army Research Lab #W911NF-13-2-0008.

Author information

Authors and Affiliations

  1. University of Pennsylvania, Philadelphia, USA

    Jaclyn Ocumpaugh, Juan Miguel Andres & Ryan Baker

  2. Pace University, New York, USA

    Jeanine DeFalco

  3. University of Illinois Urbana-Champaign, Illinois, USA

    Luc Paquette

  4. North Carolina State University, Raleigh, USA

    Jonathan Rowe, Bradford Mott & James Lester

  5. Teachers College, Columbia University, New York, USA

    Vasiliki Georgoulas

  6. US Army Research Laboratory, Adelphi, USA

    Vasiliki Georgoulas, Keith Brawner & Robert Sottilare

Authors
  1. Jaclyn Ocumpaugh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Juan Miguel Andres
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ryan Baker
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Jeanine DeFalco
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Luc Paquette
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Jonathan Rowe
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Bradford Mott
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. James Lester
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Vasiliki Georgoulas
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Keith Brawner
    View author publications

    You can also search for this author in PubMed Google Scholar

  11. Robert Sottilare
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jaclyn Ocumpaugh .

Editor information

Editors and Affiliations

  1. Human-Centered Multimedia, University of Augsburg, Augsburg, Germany

    Elisabeth André

  2. University of Pennsylvania, Philadelphia, Pennsylvania, USA

    Ryan Baker

  3. Department of Psychology, University of Memphis, Memphis, Tennessee, USA

    Xiangen Hu

  4. Ateneo de Manila University, Quezon City, Philippines

    Ma. Mercedes T. Rodrigo

  5. University of Sussex, Brighton, United Kingdom

    Benedict du Boulay

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this paper

Cite this paper

Ocumpaugh, J. et al. (2017). Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion. In: André, E., Baker, R., Hu, X., Rodrigo, M., du Boulay, B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science(), vol 10331. Springer, Cham. https://doi.org/10.1007/978-3-319-61425-0_20

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-61425-0_20

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-61424-3

  • Online ISBN: 978-3-319-61425-0

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation