Abstract
We have developed an affective behavior model for intelligent tutoring systems that considers both the affective and knowledge state of the student to generate tutorial actions. The affective behavior model was designed based on teachers' expertise obtained through a survey which 11 math teachers participated. The study focused in knowing how teachers manage the affective state of the students in order the students learn. During the survey, teachers watched a video of a student interacting with an educational game with an animated pedagogical agent. We asked them which agent's animation and which pedagogical actions are suitable for affect and knowledge of the student in each student's movement.
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