Abstract
A model is a physical, conceptual, or mathematical representation of a real phenomenon. Scientific models are used to explain and predict the behavior 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, [1]). The objectives of a model include three aspects: (1) to facilitate understanding by eliminating unnecessary components; (2) to aid in decision-making by simulating what-if scenarios; and (3) founded on past observations, to explain, control, and predict events.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Sampieri, R.H., Collado, C.F., Lucio, P.B.: Metodologia de la Investigación, 4th edn. McGraw-Hill Inc. (2006)
Barchini, G.E., Álvarez, M.M.: Dimensions and indicators of the ontology quality 7(1) (2010)
Fernández-López, M., Gómez-Pérez, A., Juristo, N.: Methontology: from ontological art towards ontological engineering. Assessment SS-97-06, 33–40 (1997). https://doi.org/10.1109/AXMEDIS.2007.19
García, B.: Las Dimensiones Afectivas de La Docencia. Revista Digital Universitaria 10, 1–14 (2009)
Kopp, K., Britt, M., Millis, K., Graesser, A.: Improving the efficiency of dialogue in tutoring. Learn. Instr. 22(5), 320–330 (2012). https://doi.org/10.1016/j.learninstruc.2011.12.002
Rica, U.D.C., Pedro, S., Oca, M.D., Rica, C.: The emotional intelligence, its importance in the learning process. Educación 36(1), 1–24 (2012)
Armour, W.: Emotional intelligence, student engagement, teaching practice, employability, ethics curriculum. Invest. Univ. Teach. Learn. 8(2004), 4–10 (2012)
Angelaki, C., Mavroidis, I.: Communication and social presence: the impact on adult learners’ emotions in distance learning. Eur. J. Open Distance E-learn. 16(1), 78–93 (2013)
Ibarra, L.M.: Aprende fácilmente con tus imágenes, sonidos y sensaciones, 6ta edn. Garnik Ediciones, México (2011). www.garnik.com
Tartir, S., Arpinar, I., Moore, M., Sheth, a., Aleman-Meza, B.: OntoQA: metric-based ontology quality analysis. In: IEEE Workshop on Knowledge Acquisition from Distributed, Autonomous, Semantically Heterogeneous Data and Knowledge Sources, pp. 45–53 (2005). http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.131.2087
Zemmouchi-ghomari, L., Leila, Z.G., Université de M’hamed Bougara Boumerdes, Bouguerra, M.: Position paper: a new approach for human assessment of ontologies, October 2015
Creswell, J.: Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Sage Publication, Thousand Oaks (1998)
Yin, R.K.: Qualitative Research from Start to Finish. The Guilford Press, New York and London (2011). https://doi.org/10.1007/s13398-014-0173-7.2
Samei, B., Li, H., Keshtkar, F., Rus, V., Graesser, A.C.: Context-Based Speech Act Classification in Intelligent Tutoring Systems. Intelligent Tutoring Systems, pp. 236–241 (2014)
Rus, V., Moldovan, C., Niraula, N., Graesser, A.: Automated discovery of speech act categories in educational games. In: Proceedings of International Conference on Educational Data Mining, pp. 25–32 (2012)
Vail, A.K., Boyer, K.E.: Identifying effective moves in tutoring: on the refinement of dialogue act annotation schemes. In: Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS), pp. 199–209 (2014). https://doi.org/10.1007/978-3-319-07221-0-24, http://research.csc.ncsu.edu/learndialogue/pdf/LearnDialogue-Vail-ITS-2014.pdf
Moldovan, C., Rus, V., Graesser, A.C.: Automated speech act classification for online chat. CEUR Workshop Proc. 710, 23–29 (2011). http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.231.5461ik
Marineau, J., Wiemer-Hastings, P., Harter, D., Olde, B., Chipman, P., Karnavat, A., Pomeroy, V., Rajan, S., Graesser, A.: Classification of speech acts in tutorial dialog. In: Proceedings of the Workshop on Modeling Human Teaching Tactics and Strategies at the Intelligent Tutoring Systems 2000 Conference, pp. 65–71 (2000)
Syrdal, A.K., Conkie, A., Kim, Y.J., Beutnagel, M., Park, F.: Speech acts and dialog TTS. In: The Seventh ISCA Tutorial and Research Workshop on Speech Synthesis, pp. 179–183 (2010)
Gurovich, E.V.: Introduccion a la Teoria de la Computacion. Prensas de ciencias. UNAM, Facultad de Ciencias, Mexico (2008). https://books.google.com.mx/books?id=NXQE8NJw9d4C
Geertzen, J.: Dialogue act prediction using stochastic context-free grammar induction. In: Proceedings of the EACL 2009 Workshop on Computational Linguistic Aspects of Grammatical Inference—CLAGI 2009, pp. 7–15, March 2009. https://doi.org/10.3115/1705475.1705478, http://portal.acm.org/citation.cfm?doid=1705475.1705478
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 The Author(s), under exclusive license to Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Jiménez, S., Juárez-Ramírez, R., Castillo, V.H., Tapia Armenta, J.J. (2018). A Model for Providing Affective Feedback. In: Affective Feedback in Intelligent Tutoring Systems. Human–Computer Interaction Series(). Springer, Cham. https://doi.org/10.1007/978-3-319-93197-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-93197-5_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-93196-8
Online ISBN: 978-3-319-93197-5
eBook Packages: Computer ScienceComputer Science (R0)