The impact of feedback on students' affective states
Beate Grawemeyer, Manolis Mavrikis, W. Holmes, Alice Hansen, Katharina Loibl, Sergio Gutiérrez-Santos · BIROn (Birkbeck, University of London) · 2015
Affective states play a significant role in students' learning behaviour. Positive affective states can enhance learning, while negative affective states can inhibit it. This paper describes a Wizard-of-Oz study that investigates the impact of different types of feedback on students' affective states. Our results indicate the importance of providing feedback matched carefully to the affective state of the students in order to help them transition into more positive states. For example when students were confused affect boosts and specific instructive feedback seem to be effective in helping students to be in flow again. We discuss this and other ways to adapt the feedback, together with implications for the development of our system and the field in general.