Abstract
This chapter describes two study aspects, the design of the instrument research, and the proposal assessment from three perspectives. The first assessment is based on the supposition that the affective feedback approach motivates students to learn differently, according to their characteristics. For that reason, the assessment focused on analyzing students motivation to learn from three student attributes: gender, academic performance, and personality. 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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Jiménez, S., Juárez-Ramírez, R., Castillo, V.H., Tapia Armenta, J.J. (2018). The Impact of the Affective Feedback on Student Motivation to Learn. In: Affective Feedback in Intelligent Tutoring Systems. Human–Computer Interaction Series(). Springer, Cham. https://doi.org/10.1007/978-3-319-93197-5_5
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