Many intelligent tutoring system (ITS) researchers are looking at ways to detect and to respond to student emotional states (for instance animated pedagogical agents that mirror student emotion). Such interventions are complicated to build, and do not take advantage of the potential for teachers to be part of the process. We present two studies that intervene when a student is having trouble by presenting the student with a YouTube video that is recorded by their own teacher and that delivers a motivational message to help them to persist with the learning session. We experimentally compared two different motivational interventions, which are both grounded in the literature on student affect and motivation. We also had a control condition that had no video. We found that when looking at students' self-reports on the value of mathematics, we found a main effect of condition for the value-video. In Study 2 we examined whether these 60-second videos could impact homework completion rates and found that in fact homework completion rates were higher for students in the value-video condition. The present research is suggestive of a somewhat novel use of teacher-generated content that could easily be incorporated into other ITSs.
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