Sentiment analysis has been widely researched in the domain of online review sites with the aim of generating summarized opinions of users about different aspects of products. However, there has been little work focusing on identifying the polarity of sentiments expressed by users during disaster events. Identifying such sentiments from online social networking sites can help emergency responders understand the dynamics of the network, e.g., the main users' concerns, panics, and the emotional impacts of interactions among members. In this paper, we perform a sentiment analysis of tweets posted on Twitter during the disastrous Hurricane Sandy and visualize online users' sentiments on a geographical map centered around the hurricane. We show how users' sentiments change according not only to their locations, but also based on the distance from the disaster. In addition, we study how the divergence of sentiments in a tweet posted during the hurricane affects the tweet retweetability. We find that extracting sentiments during a disaster may help emergency responders develop stronger situational awareness of the disaster zone itself.
irtual reality (VR), as an informative medium, possesses the potential to engage students with immersive, interactive, and informative experiences. When presented in VR, immersive virtual environments (IVEs) can provide three-dimensional visual simulations that can be used to inform students about concepts in specific contexts that would be near impossible to achieve with more traditional teaching methodologies. It is proposed that existing learning frameworks can benefit from exploring the modalities of interaction that are presently afforded via VR from the experiential perspectives of the students. An evaluation is presented that focused on the appraisal of student experiences of immersive technologies as applied in a higher education context, specifically in the use of VR for the exploration of geomorphology theory by physical geography students. This research supports further development of the immersive learning discipline from three different perspectives. First, an empathy mapping method was applied to visualize student experiences and externalize our observed knowledge of student users for creating a shared understanding of their needs and to aid in lesson planning decision making when using VR in the classroom. Second, student experiences were captured using a technology-focused user experience questionnaire to obtain student attitudes immediately post-task. Finally, to assist teachers with the creation of a student-centered lesson plans that incorporate VR in the classroom, eight heuristic guidelines (focus, provocation, stimulation, collaboration, control, digital life, learner skills, multimodal experience) were developed. It is proposed that these findings can be used to provide support for the use of mixed reality and immersive virtual environments in learning that encompass the challenges faced by students and the interdisciplinary education community at large.
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