Analyzing Posture and Affect in Task-Oriented Tutoring

Intelligent tutoring systems research aims to produce systems that meet or exceed the effectiveness of one-on-one expert human tutoring. Theory and empirical study suggest that affective states of the learner must be addressed to achieve this goal. While many affective measures can be utilized, posture offers the advantages of non-intrusiveness and ease of interpretation. This paper presents an accurate posture estimation algorithm applied to a computer-mediated tutoring corpus of depth recordings. Analyses of posture and session-level student reports of engagement and cognitive load identified significant patterns. The results indicate that disengagement and frustration may coincide with closer postural positions and more movement, while focused attention and less frustration occur with more distant, stable postural positions. It is hoped that this work will lead to intelligent tutoring systems that recognize a greater breadth of affective expression through channels of posture and gesture.