{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T05:25:00Z","timestamp":1740115500681,"version":"3.37.3"},"reference-count":0,"publisher":"IOS Press","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2009]]},"abstract":"<jats:p>A central challenge in the design of motivationally intelligent tutoring systems lies in defining and diagnosing a learner's motivational state: in particular, in distinguishing between the learner's motivational and affective states. We discuss existing AIED approaches and outline an alternative approach that incorporates reflective peer collaboration. The paper raises questions about the basis for the design of motivationally intelligent tutoring systems.<\/jats:p>","DOI":"10.3233\/978-1-60750-028-5-587","type":"book-chapter","created":{"date-parts":[[2025,2,20]],"date-time":"2025-02-20T12:06:08Z","timestamp":1740053168000},"source":"Crossref","is-referenced-by-count":0,"title":["Motivational Diagnosis in ITSs: Collaborative, Reflective Self-Report"],"prefix":"10.3233","author":[{"family":"Avramides Katerina","sequence":"additional","affiliation":[]},{"family":"Du Boulay Benedict","sequence":"additional","affiliation":[]}],"member":"7437","container-title":["Frontiers in Artificial Intelligence and Applications","Artificial Intelligence in Education"],"original-title":[],"deposited":{"date-parts":[[2025,2,20]],"date-time":"2025-02-20T12:09:50Z","timestamp":1740053390000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.medra.org\/servlet\/aliasResolver?alias=iospressISSNISBN&issn=0922-6389&volume=200&spage=587"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2009]]},"references-count":0,"URL":"https:\/\/doi.org\/10.3233\/978-1-60750-028-5-587","relation":{},"ISSN":["0922-6389"],"issn-type":[{"value":"0922-6389","type":"print"}],"subject":[],"published":{"date-parts":[[2009]]}}}