Review of affective computing in education/learning: Trends and challenges
Affect can significantly influence education/learning. Thus, understanding a learner's affect throughout the learning process is crucial for understanding motivation. In conventional education/learning research, learner motivation can be known through postevent self‐reported questionnaires. Wit...
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| Vydané v: | British journal of educational technology Ročník 47; číslo 6; s. 1304 - 1323 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Coventry
Blackwell Publishing Ltd
01.11.2016
Wiley-Blackwell |
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| ISSN: | 0007-1013, 1467-8535 |
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| Abstract | Affect can significantly influence education/learning. Thus, understanding a learner's affect throughout the learning process is crucial for understanding motivation. In conventional education/learning research, learner motivation can be known through postevent self‐reported questionnaires. With the advance of affective computing technology, researchers are able to objectively identify and measure a learner's affective status during the entire learning process in a real‐time manner, and then they are able to understand the interrelationship between emotion, motivation and learning performance. There are over 100 papers in the ScienceDirect database with the keywords “affective computing in education” or “affective computing in learning,” which reveals that this emerging technology has been applied to education/learning. This study intends to categorize and summarize those measurements so as to realize their applicability, feasibility and trends. Finally, some challenges and suggestions are then raised for helping educational researchers when applying affective computing technology. |
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| AbstractList | Affect can significantly influence education/learning. Thus, understanding a learner's affect throughout the learning process is crucial for understanding motivation. In conventional education/learning research, learner motivation can be known through postevent self‐reported questionnaires. With the advance of affective computing technology, researchers are able to objectively identify and measure a learner's affective status during the entire learning process in a real‐time manner, and then they are able to understand the interrelationship between emotion, motivation and learning performance. There are over 100 papers in the ScienceDirect database with the keywords “affective computing in education” or “affective computing in learning,” which reveals that this emerging technology has been applied to education/learning. This study intends to categorize and summarize those measurements so as to realize their applicability, feasibility and trends. Finally, some challenges and suggestions are then raised for helping educational researchers when applying affective computing technology. |
| Author | Huang, Yueh-Min Hwang, Jan-Pan Wu, Chih-Hung |
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| References_xml | – reference: Healey, J. A. & Picard, R. W. (2005). Detecting stress during real-world driving tasks using physiological sensors. Intelligent Transportation Systems, IEEE Transactions On, 6, 156-166. – reference: Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173. – reference: Tian, F., Gao, P., Li, L., Zhang, W., Liang, H., Qian, Y. et al (2014). Recognizing and regulating e-learners' emotions based on interactive Chinese texts in e-learning systems. Knowledge-Based Systems, 55, 148-164. – reference: Hidalgo-Muñoz, A. R., López, M. M., Pereira, A. T., Santos, I. M. & Tomé, A. M. (2013). Spectral turbulence measuring as feature extraction method from EEG on affective computing. Biomedical Signal Processing and Control, 8, 945-950. – reference: Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211. – reference: Lin, H.-C. K., Wang, C.-H., Chao, C.-J. & Chen, M.-K. (2012). Employing textual and facial emotion recognition to design an affective tutoring system. Turkish Online Journal of Educational Technology, 11, 418-426. – reference: Schunk, D. H. (2003). Self-efficacy for reading and writing: influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19, 159-172. – reference: Picard, R. W. (1998). Affective Computing. Cambridge, MA: MIT Press. – reference: Ben Ammar, M., Neji, M., Alimi, A. M. & Gouardères, G. (2010). The affective tutoring system. Expert Systems with Applications, 37, 3013-3023. – reference: LeDoux, J. E. (1996). The emotional brain. New York: Simon & Schuster. – reference: Picard, R. W. (2003). Affective computing: challenges. International Journal of Human-Computer Studies, 59, 55-64. – reference: Picard, R. W. (1997b). Affective computing. Cambridge, MA: The MIT Press. – reference: Calvo, R. A. & D'Mello, S. (2010). Affect detection: an interdisciplinary review of models, methods, and their applications. Affective Computing, IEEE Transactions On, 1, 18-37. – reference: Walker, B. J. (2003). The cultivation of student self-efficacy in reading and writing. Reading & Writing Quarterly, 19, 173-187. – reference: Wu, C.-H., Tzeng, Y.-L., Kuo, B.-C. & Tzeng, G.-H. (2014). Affective computing techniques for developing a human affective norm recognition system for U-learning systems. International Journal of Mobile Learning and Organisation, 8, 50-66. – reference: Picard, R. (1997a). Affective computing. Cambridge, MA: MIT Press. – reference: Niedermeyer, E. & da Silva, F. L. (2004). Electroencephalography: basic principles, clinical applications, and related fields. New York: Lippincot Williams & Wilkins. – reference: Núñez Castellar, E., Van Looy, J., Szmalec, A. & de Marez, L. (2014). 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