@article{MarotChevalereSpatola2021,
  author    = {Marot, Medhi and Cheval{\`e}re, Johann and Spatola, Nicolas},
  title     = {Depressed mood, a better predictor of social-distancing compliance and candidate for intervention compared to working memory capacity},
  series = {Proceedings of the National Academy of Sciences of the United States of America},
  volume    = {118},
  journal   = {Proceedings of the National Academy of Sciences of the United States of America},
  number    = {8},
  publisher = {National Academy of Sciences},
  address   = {Washington},
  issn      = {0027-8424},
  doi       = {10.1073/pnas.2024017118},
  pages     = {2},
  year      = {2021},
  language  = {en}
}
@article{ChevalereLazaridesYunetal.2023,
  author    = {Cheval{\`e}re, Johann and Lazarides, Rebecca and Yun, Hae Seon and Henke, Anja and Lazarides, Claudia and Pinkwart, Niels and Hafner, Verena V.},
  title     = {Do instructional strategies considering activity emotions reduce students' boredom in a computerized open-ended learning environment?},
  series = {Computers and education},
  volume    = {196},
  journal   = {Computers and education},
  publisher = {Elsevier},
  issn      = {1873-782X},
  doi       = {10.1016/j.compedu.2023.104741},
  year      = {2023},
  abstract  = {Providing students with efficient instruction tailored to their individual characteristics in the cognitive and affective domains is an important goal in research on computer-based learning. This is especially important when seeking to enhance students' learning experience, such as by counteracting boredom, a detrimental emotion for learning. However, studies comparing instructional strategies triggered by either cognitive or emotional characteristics are surprisingly scarce. In addition, little research has examined the impact of these types of instructional strategies on performance and boredom trajectories within a lesson. In the present study, we compared the effectiveness of an intelligent tutoring system that adapted variable levels of hint details to a combination of students' dynamic, self-reported emotions and task performance (i.e., the experimental condition) to a traditional hint delivery approach consisting of a progressive, incremental supply of details following students' failures (i.e., the control condition). Linear mixed models of time-related changes in task performance and the intensity of boredom over two 1-h sessions showed that students (N = 104) in the two conditions exhibited equivalent progression in task performance and similar trajectories in boredom intensity. However, a consideration of students' achievement levels in the analyses (i.e., their final performance on the task) revealed that higher achievers in the experimental condition showed a reduction in boredom during the first session, suggesting possible benefits of using emotional information to increase the contingency of the hint delivery strategy and improve students' learning experience.},
  language  = {en}
}
@article{LazaridesChevalere2021,
  author    = {Lazarides, Rebecca and Cheval{\`e}re, Johann},
  title     = {Artificial intelligence and education: Addressing the variability in learners' emotion and motivation with adaptive teaching assistants},
  series = {Bildung und Erziehung},
  volume    = {74},
  journal   = {Bildung und Erziehung},
  number    = {3},
  publisher = {Vandenhoeck \& Ruprecht},
  issn      = {0006-2456},
  doi       = {10.13109/buer.2021.74.3.264},
  pages     = {264 -- 279},
  year      = {2021},
  abstract  = {One of the main challenges of education in modern societies is to effectively address the variability of students in academic learning settings. Students vary in terms of their individual learning preconditions, such as achievement and preknowledge, but also motivation and emotion. Teachers, in turn, have limited resources to provide each learner with individually tailored instruction. This research overview reviews research on artificially intelligent teaching assistants and their role in providing adaptive learning opportunities in relation to learners' heterogeneous individual learning preconditions in the field of motivation and emotion.},
  language  = {en}
}
@article{EstivalChevalereLaurieretal.2021,
  author    = {Estival, S{\´e}verine and Cheval{\`e}re, Johann and Laurier, Virginie and Mourre, Fabien and Tricot, Julie and Postal, Virginie},
  title     = {Study of the deficit in planning abilities of adults with Prader-Willi Syndrome},
  series = {Research in developmental disabilities},
  volume    = {117},
  journal   = {Research in developmental disabilities},
  publisher = {Elsevier},
  address   = {Amsterdam [u.a.]},
  issn      = {0891-4222},
  doi       = {10.1016/j.ridd.2021.104056},
  pages     = {10},
  year      = {2021},
  abstract  = {Background: Prader-Willi syndrome (PWS) is a complex developmental genetic disorder associated with intellectual disability and deficits in executive functions which result in disorganisation and poor personal autonomy. Aims: This study aimed to determine impairments in planning skills of adults with PWS, in relation with their intellectual disabilities, as well as the influence of food compulsions on their performance. Methods and procedures: A modified version of the Zoo Map from the Behavioural Assessment of the Dysexecutive Syndrome was used in three groups: a group of adults with PWS in comparison with two groups both matched on chronological age, one with typical development (TD) and one with intellectual disability (ID). Outcomes and results: Compared to TD adults, both adults with PWS and ID showed increased planning time and lower raw scores on the planning task. The execution time and the number of errors were higher in the PWS group compared to the comparison groups. All three groups performed worse in the non-food condition only for number of errors and raw score. Conclusions and implications: Planning abilities were impaired in PWS adults. Results also showed that intellectual level plays a role in participants' performance. These findings are essential to understand the difficulties of people with PWS daily life.},
  language  = {en}
}