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Personality Traits in the Emotion-Performance-Relationship in Intelligent Tutoring Systems

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Adaptive Instructional Systems (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14044))

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Abstract

Affective Tutoring Systems (ATS) detect and mitigate critical emotional learner states with the aim of providing individualized support. In tutoring systems for safety-critical work environments, students are trained to achieve and maintain high performance, therefore an ATS should be capable of identifying critical emotional states hindering performance. Interindividual differences in the emotion-performance-relationship can be considered by using the ARC categorization system. The present contribution aims at develo** a questionnaire-based method of classifying new learners to the categories. To that end, we investigated differences in personality traits between the different categories. In an airspace surveillance task, we measured performance, emotional valence, emotional arousal, and personality traits in N = 50 subjects. Results showed that a positive valence-performance-relationship, compared to a negative valence-performance-relationship, is associated with higher Neuroticism, lower Conscientiousness, and lower Openness to experience. There were no significant differences in the traits Agreeableness and Extraversion. Based on these results, a future ATS for safety-critical work environments could classify new learners in the ARCs using self-report data and thus dispense with physiological sensors. Thereby, user state diagnosis and evaluation for high performance is possible, setting the ground for an ATS adapting to critical emotional learner states.

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Acknowledgments

The authors would like to thank Markus Vogt for implementing the experimental scenarios and preparing the questionnaire data. The reported research was supported by the Fraunhofer FKIE. We thank the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) for supporting this work by funding – EXC2075 – 390740016 under Germany’s Excellence Strategy. We acknowledge the support by the Stuttgart Center for Simulation Science (SimTech). The reported research was supported by the Federal Ministry of Science, Research, and the Arts Baden-Württemberg and the University of Stuttgart as part of the Research Seed Capital funding scheme.

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Authors and Affiliations

  1. Fraunhofer Institute for Communication, Information Processing and Ergonomics FKIE, Wachtberg, Germany

    Alina Schmitz-Hübsch & Ron Becker

  2. University of Stuttgart, Stuttgart, Germany

    Alina Schmitz-Hübsch & Maria Wirzberger

Authors
  1. Alina Schmitz-Hübsch
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  2. Ron Becker
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  3. Maria Wirzberger
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Correspondence to Alina Schmitz-Hübsch .

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  1. Soar Technology, Inc., Orlando, FL, USA

    Robert A. Sottilare

  2. Fraunhofer FKIE, Wachtberg, Germany

    Jessica Schwarz

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Schmitz-Hübsch, A., Becker, R., Wirzberger, M. (2023). Personality Traits in the Emotion-Performance-Relationship in Intelligent Tutoring Systems. In: Sottilare, R.A., Schwarz, J. (eds) Adaptive Instructional Systems. HCII 2023. Lecture Notes in Computer Science, vol 14044. Springer, Cham. https://doi.org/10.1007/978-3-031-34735-1_5

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  • DOI: https://doi.org/10.1007/978-3-031-34735-1_5

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