Pedagogical agents with affective and cognitive dimensions

This work presents an agent definition which includes affective and cognitive dimensions in order to model the student when interacting in Learning Environments. The model is based on mental states used to describe the student model and adopt a cognitive perspective to emotional situations appraisal. In this paper, it is also described the formalism and the environment used to implement our hypothesis about Intelligent Tutoring Systems which would adapt its actions to the a student’s subjectivity and to the pedagogical appraisal with qualitative factors.