Enhancing Learning Achievement Using Affective Tutoring System in Accounting

Abstract

This paper shows an affective tutoring system which enforces accounting remedial course and hopes to be useful for student’s learning achievements. In order to make the low-achievement students to be more willing to learn, there are more and more colleges implementing the remedial education to promote student’s learning achievements. Because of the innovation of technology, computer becomes a main tool for e-learning. Besides study and work, there are more and more computer’s developments of the interaction with people. For example, there are some studies about making computer to perceive human’s emotions, express emotions and feedbacks in time. Recently, many studies also show evidences that the emotions is an important factor to affect learning. Our participants are some low-achievement students who are freshmen in Taiwan. We try to know the usability of the affective tutoring system using in accounting remedial course for learners. We also want to realize whether the accounting remedial course using affective tutoring system affect the learning achievements and motivations. We adapt observational survey in the experiment and make a learning achievement questionnaire at the end on experiment. The questionnaire contains learning achievements, system’s usability, and learning motivation. We also implement focus group to get some feedback and quantitative data to analyze with statistical software. In conclusions, we find learner have good usability and satisfaction at using affective tutoring system to do accounting remedial course. The tutoring agent also has the benefit to enhance learner’s learning motivation. The value of learning achievement is 0.93 and is highly significant.