Emotional Design Tutoring System Based on Multimodal Affective Computing Techniques

2018 ◽  
Vol 16 (1) ◽  
pp. 103-117 ◽  
Author(s):  
Cheng-Hung Wang ◽  
Hao-Chiang Koong Lin
Keyword(s):  
Affective Computing ◽  
User Interaction ◽  
Learning Effects ◽  
Emotional Design ◽  
Tutoring System ◽  
Tutoring Systems ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Positive Attitudes ◽  
E Learning

In a traditional class, the role of the teacher is to teach and that of the students is to learn. However, the constant and rapid technological advancements have transformed education in numerous ways. For instance, in addition to traditional, face to face teaching, E-learning is now possible. Nevertheless, face to face teaching is unavailable in distance education, preventing the teacher from understanding the student's learning emotions and states; hence, a system can be adopted to collect information on students' learning emotions, thereby compiling data to analyze their learning progresses. Hence, this study established an emotional design tutoring system (EDTS) and investigated whether this system influences user interaction satisfaction and elevates learning motivation. This study determined that the learners' perception of affective tutoring systems fostered positive attitudes toward learning and thereby promoted learning effects. The experimental results offer teachers and learners an efficient technique for boosting students' learning effects and learning satisfaction. In the future, affective computing is expected to be widely used in teaching. This can enable students to enjoy learning in a multilearning environment; thus, they can exhibit higher learning satisfaction and gain considerable learning effects.

Affective Tutoring Systems

2012 ◽  
Vol 8 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Nik Thompson ◽  
Tanya Jane McGill
Keyword(s):  
Affective Computing ◽  
Physiological State ◽  
Affective State ◽  
Complex Interplay ◽  
Future Directions ◽  
Tutoring Systems ◽  
User Input ◽  
Face To Face ◽  
E Learning ◽  
Potential Benefits

This paper introduces the field of affective computing, and the benefits that can be realized by enhancing e-learning applications with the ability to detect and respond to emotions experienced by the learner. Affective computing has potential benefits for all areas of computing where the computer replaces or mediates face to face communication. The particular relevance of affective computing to e-learning, due to the complex interplay between emotions and the learning process, is considered along with the need for new theories of learning that incorporate affect. Some of the potential means for inferring users’ affective state are also reviewed. These can be broadly categorized into methods that involve the user’s input, and methods that acquire the information independent of any user input. This latter category is of particular interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions or physiological state. The paper concludes with a review of prominent affective tutoring systems and promotes future directions for e-learning that capitalize on the strengths of affective computing.

scholarly journals The Application of Affective Computing Technology to E-Learning

2014 ◽  
pp. 109-128
Author(s):  
Nik Thompson ◽  
Tanya Jane McGill
Keyword(s):  
Affective Computing ◽  
Physiological State ◽  
Affective State ◽  
Significant Proportion ◽  
Human Interaction ◽  
Human Communication ◽  
Tutoring Systems ◽  
User Input ◽  
E Learning ◽  
New Generation

This chapter discusses the domain of affective computing and reviews the area of affective tutoring systems: e-learning applications that possess the ability to detect and appropriately respond to the affective state of the learner. A significant proportion of human communication is non-verbal or implicit, and the communication of affective state provides valuable context and insights. Computers are for all intents and purposes blind to this form of communication, creating what has been described as an “affective gap.” Affective computing aims to eliminate this gap and to foster the development of a new generation of computer interfaces that emulate a more natural human-human interaction paradigm. The domain of learning is considered to be of particular note due to the complex interplay between emotions and learning. This is discussed in this chapter along with the need for new theories of learning that incorporate affect. Next, the more commonly applicable means for inferring affective state are identified and discussed. These can be broadly categorized into methods that involve the user’s input and methods that acquire the information independent of any user input. This latter category is of interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions, and physiological state. The chapter concludes with a review of prominent affective tutoring systems in current research and promotes future directions for e-learning that capitalize on the strengths of affective computing.

Online Homework versus Intelligent Tutoring Systems: Pedagogical Support for Transaction Analysis and Recording

2011 ◽  
Vol 26 (1) ◽  
pp. 87-97 ◽  
Author(s):  
Fred Phillips ◽  
Benny G. Johnson
Keyword(s):  
Education Research ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Accounting Education ◽  
Online Homework ◽  
Learning Effects ◽  
Tutoring System ◽  
Tutoring Systems ◽  
Transaction Analysis

ABSTRACT: Prior research demonstrates that students learn more from homework practice when using online homework or intelligent tutoring systems than a paper-and-pencil format. However, no accounting education research directly compares the learning effects of online homework systems with the learning effects of intelligent tutoring systems. This paper presents a quasi-experiment that compares the two systems and finds that students’ transaction analysis performance increased at a significantly faster rate when they used an intelligent tutoring system rather than an online homework system. Implications for accounting instructors and researchers are discussed.

scholarly journals COVID-19 Pandemic and E-Learning Satisfaction in Medical and Non-Medical Student: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Kobra Nakhoda ◽  
Soleiman Ahmady ◽  
Mohammad Gholami Fesharaki ◽  
Nasim Gheshlaghi Azar
Keyword(s):  
Medical Students ◽  
Meta Analysis ◽  
Scientific Information ◽  
Electronic Learning ◽  
Face To Face ◽  
Satisfaction Index ◽  
Learning Satisfaction ◽  
E Learning ◽  
Information Database

Background: The COVID-19 pandemic has led to a rapid shift in student education style from face-to-face to electronic learning. Since the education satisfaction index is considered as a measure of the quality of educational services, therefore, this study aimed to assess E-Learning Satisfaction (ELS) in medical and non-medical students during COVID-19 pandemic. Methods: Articles that had been published from 22 Dec 2019 to 4 Jan 2021 were identified through searching databases including PubMed, Scopus, Elsevier, Google Scholar, Web of Science and Iranian Scientific Information Database (SID), Health.barakatkns, IranDoc, Civilica and MagIran using the following keywords: “Distance learning”, “Virtual learning”, “E-Learning”, “Satisfaction”, “COVID 19”. We systematically reviewed all studies that reported ELS. In this study, meta-analysis was used to estimate the pooled ELS. Results: Overall, 184 records were identified by the electronic search, of which 24 relevant studies were included in meta-analysis. The pooled ELS in medical, non-medical and overall were 58.1% (50.5%-65.7%), 70.1% (66.8%-73.5%) and 63.8% (58.9%-68.8%) respectively. Conclusion: According to our results and lower ELS in medical students in comparison with non-medical students, designing new E-Learning methods for medical students has been suggested.

Textbooks or E-learning? Learners’ Preferences and Motivations in a Japanese EFL Classroom

2017 ◽  
Vol 41 (2) ◽  
pp. 3
Author(s):  
Kazunari Shimada
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Sem Analysis ◽  
Learning Material ◽  
Learning Context ◽  
Web Based ◽  
Face To Face ◽  
Positive Attitudes ◽  
Self Study ◽  
E Learning

This study investigates Japanese EFL learners’ attitudes and preferences towards textbooks and web-based materials in a blended learning context. Sixty-four undergraduate students of a two-semester English course were asked to complete a questionnaire, which was designed to measure their satisfaction with each type of learning material and their motivation and autonomy in learning English, especially in grammar practice. The results revealed that a greater number of students preferred web-based materials to paper-based ones. Additionally, the results of SEM analysis indicate that learner satisfaction with e-learning materials has a positive effect on their attitudes towards self-study. However, students who preferred textbooks appreciated their advantages, such as the ability to take handwritten notes and the ease of understanding grammar points with face-to-face feedback. Therefore, the findings suggest that a well-balanced blend of materials may meet a wide variety of learners’ needs and promote positive attitudes towards autonomous language learning. 本研究は、ブレンディッドラーニング（ブレンド型学習）環境での教科書とeラーニング教材使用に関する日本人英語学習者の考え方と好みを調査したものである。通年の英語科目を履修している大学生64名を対象に、それぞれの教材に対する満足度、英語学習、特に文法演習への動機づけ、及び自律性を測るアンケートを実施した。その結果、eラーニング教材を好む学生の数が教科書を好む学生の数を上回った。また、構造方程式モデリング（SEM）の分析結果から、eラーニング教材に対する満足度は学習者の自主学習にプラスの影響を及ぼすことが示唆された。しかし教科書を好む学生は、手書きで書き込みができること、教師からの対面でのフィードバックで文法項目が理解しやすいこと、といった教科書使用の利点を高く評価した。従って本研究の結果から、教材をバランスよく使用することで、学習者の多様なニーズに応えることができ、学習者の自律的な言語学習が促進される可能性があることが示唆された。

E-Learning with Affective Tutoring Systems

2011 ◽  
pp. 129-140
Author(s):  
Abdolhossein Sarrafzadeh ◽  
Jamshid Shanbehzadeh ◽  
Scott Overmyer
Keyword(s):  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Affective State ◽  
Learning Systems ◽  
Tutoring System ◽  
Tutoring Systems ◽  
Effective Current ◽  
Animated Agent ◽  
E Learning ◽  
K 12

E-learning has attracted a great deal of interest in educational circles from K-12 to universities. A question that is often rightly asked is how effective current e-learning systems are. It is argued that there is little individualization of instruction by adapting to the pedagogical needs of each learner in current e-learning systems. Intelligent tutoring systems have tried to fill this gap but even they fail to compete with human one-to-one tutoring. This paper presents Affective Tutoring Systems which are e-learning systems capable of detecting learners’ affective state and reacting to it through a life like agent called Eve. This paper presents an Affective Tutoring System in the domain of mathematics and the research that led to its development. It also presents the findings from the study and testing of the system indicating that the animated agent Eve carried a persona effect.

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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