@inproceedings{wambsganss-etal-2021-supporting,
title = "Supporting Cognitive and Emotional Empathic Writing of Students",
author = {Wambsganss, Thiemo and
Niklaus, Christina and
S{\"o}llner, Matthias and
Handschuh, Siegfried and
Leimeister, Jan Marco},
editor = "Zong, Chengqing and
Xia, Fei and
Li, Wenjie and
Navigli, Roberto",
booktitle = "Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers)",
month = aug,
year = "2021",
address = "Online",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2021.acl-long.314/",
doi = "10.18653/v1/2021.acl-long.314",
pages = "4063--4077",
abstract = "We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of {\ensuremath{\alpha}}=0.79 for the components and the multi-{\ensuremath{\pi}}=0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems."
}<?xml version="1.0" encoding="UTF-8"?>
<modsCollection xmlns="http://www.loc.gov/mods/v3">
<mods ID="wambsganss-etal-2021-supporting">
<titleInfo>
<title>Supporting Cognitive and Emotional Empathic Writing of Students</title>
</titleInfo>
<name type="personal">
<namePart type="given">Thiemo</namePart>
<namePart type="family">Wambsganss</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Christina</namePart>
<namePart type="family">Niklaus</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Matthias</namePart>
<namePart type="family">Söllner</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Siegfried</namePart>
<namePart type="family">Handschuh</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Jan</namePart>
<namePart type="given">Marco</namePart>
<namePart type="family">Leimeister</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<originInfo>
<dateIssued>2021-08</dateIssued>
</originInfo>
<typeOfResource>text</typeOfResource>
<relatedItem type="host">
<titleInfo>
<title>Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers)</title>
</titleInfo>
<name type="personal">
<namePart type="given">Chengqing</namePart>
<namePart type="family">Zong</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Fei</namePart>
<namePart type="family">Xia</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Wenjie</namePart>
<namePart type="family">Li</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Roberto</namePart>
<namePart type="family">Navigli</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<originInfo>
<publisher>Association for Computational Linguistics</publisher>
<place>
<placeTerm type="text">Online</placeTerm>
</place>
</originInfo>
<genre authority="marcgt">conference publication</genre>
</relatedItem>
<abstract>We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of \ensuremathα=0.79 for the components and the multi-\ensuremathπ=0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems.</abstract>
<identifier type="citekey">wambsganss-etal-2021-supporting</identifier>
<identifier type="doi">10.18653/v1/2021.acl-long.314</identifier>
<location>
<url>https://aclanthology.org/2021.acl-long.314/</url>
</location>
<part>
<date>2021-08</date>
<extent unit="page">
<start>4063</start>
<end>4077</end>
</extent>
</part>
</mods>
</modsCollection>
%0 Conference Proceedings
%T Supporting Cognitive and Emotional Empathic Writing of Students
%A Wambsganss, Thiemo
%A Niklaus, Christina
%A Söllner, Matthias
%A Handschuh, Siegfried
%A Leimeister, Jan Marco
%Y Zong, Chengqing
%Y Xia, Fei
%Y Li, Wenjie
%Y Navigli, Roberto
%S Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers)
%D 2021
%8 August
%I Association for Computational Linguistics
%C Online
%F wambsganss-etal-2021-supporting
%X We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of \ensuremathα=0.79 for the components and the multi-\ensuremathπ=0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems.
%R 10.18653/v1/2021.acl-long.314
%U https://aclanthology.org/2021.acl-long.314/
%U https://doi.org/10.18653/v1/2021.acl-long.314
%P 4063-4077
Markdown (Informal)
[Supporting Cognitive and Emotional Empathic Writing of Students](https://aclanthology.org/2021.acl-long.314/) (Wambsganss et al., ACL-IJCNLP 2021)
ACL
- Thiemo Wambsganss, Christina Niklaus, Matthias Söllner, Siegfried Handschuh, and Jan Marco Leimeister. 2021. Supporting Cognitive and Emotional Empathic Writing of Students. In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers), pages 4063–4077, Online. Association for Computational Linguistics.