Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading Comprehension

摘要

We manipulated three types of short feedback (emotional, epistemic, and neutral) in an intelligent tutoring system designed to help struggling adult readers improve reading comprehension strategies. Although participants self-reported a preference for emotional feedback, there were no differences in individual motivation or usefulness ratings between emotional and epistemic feedback. Analysis from coded facial emotions indicated that participants tended to be more sensitive to epistemic feedback than emotional feedback.