Emotional Computer Tutor Improves Girls’ Math Scores
As schools gear up for statewide testing of mathematics skills this spring, some students will be helping to fine-tune a computer-based, emotionally perceptive math tutoring software developed by University of Massachusetts Amherst computer scientist Beverly Woolf, Ivon Arroyo and colleagues, which can help certain students improve standardized test scores.
In earlier studies, the software has improved student math test scores by 10 percent, a critical difference for those who are struggling to pass. As Woolf explains, “Our original work was to find out where girls needed extra attention and how to give it to them. According to our studies, the extra support they need compared to boys is more about emotion than information.”
In April, in another round of studies supported by the National Science Foundation, Woolf and colleagues will offer the tutorials to students in study groups of about 100. They’ll be offered either a white, black or Hispanic learning coach by the software to enhance attractiveness. “We want to improve students’ relationship with math early, which can be so important to their career choices. Once you close off math, you close off most of the sciences, as well,” says Woolf. To prevent that, the program virtually assigns an individual aide to each student.
Woolf and Arroyo know from previous work that girls in fifth grade thrive on extra attention, and respond well to supportive characters and positive feedback. So they developed computer-based tutorials that use such techniques. Most recently, they’ve added sensors and cameras so the computer can recognize when students are happy or stressed, fidgeting, frustrated or feeling confident. Guided by such cues, the “learning companion” character reaches out with encouraging words to praise a student’s effort, offer a hint or suggest that trying again is an important aspect of learning.
As the computer scientist explains, “Girls get equally good grades and express interest in math and science at the same level as boys in elementar
In earlier studies, the software has improved student math test scores by 10 percent, a critical difference for those who are struggling to pass. As Woolf explains, “Our original work was to find out where girls needed extra attention and how to give it to them. According to our studies, the extra support they need compared to boys is more about emotion than information.”
In April, in another round of studies supported by the National Science Foundation, Woolf and colleagues will offer the tutorials to students in study groups of about 100. They’ll be offered either a white, black or Hispanic learning coach by the software to enhance attractiveness. “We want to improve students’ relationship with math early, which can be so important to their career choices. Once you close off math, you close off most of the sciences, as well,” says Woolf. To prevent that, the program virtually assigns an individual aide to each student.
Woolf and Arroyo know from previous work that girls in fifth grade thrive on extra attention, and respond well to supportive characters and positive feedback. So they developed computer-based tutorials that use such techniques. Most recently, they’ve added sensors and cameras so the computer can recognize when students are happy or stressed, fidgeting, frustrated or feeling confident. Guided by such cues, the “learning companion” character reaches out with encouraging words to praise a student’s effort, offer a hint or suggest that trying again is an important aspect of learning.
As the computer scientist explains, “Girls get equally good grades and express interest in math and science at the same level as boys in elementar
