Effect of emotion-aware interventions on students’ behavioral and emotional states

Aslan, Sinem; Alyüz, Neşe; Okur, Eda; Mete, Sinem Emine; Oktay, Ece; Esme, Asli Arslan

doi:10.1007/s11423-018-9589-7

Cited by 7 publications

(8 citation statements)

References 19 publications

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“…By examining the aforementioned systems, it seems that whether it is an educational game (Prime Climb), or a social network (Fermat), or teaching mathematical concepts (Easy with Eve), or a web-based system (PAT2Math, WaLLiS), there exist opportunities for detecting the emotions of a student while interacting with these systems. The emotional detection through appropriate strategies, as already discussed, provide evidence for improving students to better understand the mathematical concepts and change their perspective for mathematics (Aslan et al., 2018). Moreover, recent research showed that positive psychological attitudes and predisposition to mathematics is an important factor (along with others) that influences how a student is performing in mathematics (Chen et al., 2018).…”

Section: Discussionmentioning

confidence: 97%

Studying Affective Tutoring Systems for Mathematical Concepts

Mastorodimos

Chatzichristofis

2019

Journal of Educational Technology Systems

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Students face difficulties in learning mathematical processes. As a result, they have negative emotions toward mathematics. The use of technology is employed to change the student’s attitude toward mathematics. Some methods utilize intelligent tutoring systems to recognize student’s emotional state and adapt the learning process accordingly. These systems, known as affective tutoring systems (ATSs), sense the emotional state of a student and then intelligently attempt to suggest appropriate strategies that can guide the learning process and ultimately shift the negative attitude of students toward mathematical learning. This article presents a survey of ATSs, which teach mathematic content, and tries to find common elements among them. It examines the kind and the number of student’s emotions that can be recognized and the strategies and methods that these ATSs use to recognize student’s emotional state. There are findings that agree with other studies about the recognized emotions and the methods that are used.

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Section: Discussionmentioning

confidence: 97%

Studying Affective Tutoring Systems for Mathematical Concepts

Mastorodimos

Chatzichristofis

2019

Journal of Educational Technology Systems

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“…In summary, affective intervention, or affective feedback/support or recommendation leads to positive learning outcomes (DeFalco et al., 2018) and it can increase positive states in the learning process (Arevalillo‐Herráez et al., 2017; Aslan et al., 2018; Chaffar et al., 2009; Robison et al., 2009). Yet, these studies were generally learning performance‐oriented and emotion detection was determined either by self‐report measurement tools or by utilizing physical or physiological data alone.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Emotional patterns in a simulated virtual classroom supported with an affective recommendation system

Caglar‐Ozhan

Altun

Ekmekcioǧlu

2022

Brit J Educational Tech

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The purpose of this study is to explore the effects of an affective recommendation system on the developmental trajectories of prospective teachers' emotional patterns, integrated with a Simulated Virtual Classroom (SVC) platform called SimInClass. SVC exposes teachers to a range of student discourses in the form of unexpected stimuli. Fifteen prospective teachers participated in a study consisting of two practicum sessions in the SVC. Participants did not receive any affective recommendation after the first session but did receive it after the second session. Additional data were collected during both sessions in the SVC, including the physiological responses, such as electroencephalogram (EEG), galvanic skin response (GSR), and facial expressions. L metric and Lag sequential analysis were employed in determining teachers' transitional emotional patterns. The results showed that participants did not maintain disgust after receiving affective recommendations, although they maintained sadness. This result indicates that the given affective recommendation has an inherent effect on negative emotions that are felt less intensely. Different or longer‐term interventions may be needed for more intense and long‐lasting negative discrete emotions such as sadness. Also, participants transitioned to happiness and sadness instead of maintaining their neutral status after receiving an affective recommendation. This result demonstrates that affective recommendations encourage participants to use the cognitive reappraisal necessary for emotion regulation. When the participants' emotional patterns are examined on the basis of student discourse, the results are more complex and the emotional patterns differ according to the function of the discourse triggered by virtual students. What is already known about this topic Teachers experience different emotional states during teaching. Teachers' emotions affect their behaviour management, teaching process and student engagement. It is beneficial to increase opportunities for prospective teachers' classroom experience and provide them with sufficient guidance and advice during this difficult process. What this paper adds The affective recommendation system has intervened in the persistence of short‐term and low‐intensity negative emotions. The affective recommendation system enabled prospective teachers to try to reach optimal emotional conditions through cognitive reappraisal processes. When emotional patterns are examined in light of the types of student discourse, it is noted that happy prospective teachers maintain their emotions when confronted with unexpected stimuli. However, prospective teachers in a negative valance displayed a descending pattern of activation in response to an unexpected stimulus. Implications for practice and/or policy Teacher emotions need to be taken into account in teacher education programs. SVCs can be utilized as useful tools for teacher education programs. In subsequent studies, it is suggested to explore the stimulus‐based effects of t...

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“…These studies showed that the main concern of educators and researchers was the effect of the technology itself, which changed education environments. In cases of teaching methods as independent variables, the studies revealed that desired affective effects were obtained by appropriate teaching methods (Aslan et al, 2018;Kuisma & Nokelainen, 2018;Yu, 2001). Educationally planned interventions and concern about specific affective factors are major elements in teaching methods.…”

Section: (Rq1-2) What Are the Research Purpose Trends?mentioning

confidence: 99%

“…These studies were intended to evaluate students' responses and educational effects of certain technologies in education (Mevarech et al, 1991;Tatar et al, 2013). Other independent variables were students' mood (Beege et al, 2018) and emotion-aware interventions (Aslan et al, 2018). These studies paid attention to non-technical factors that influence on computing in education.…”

Section: (Rq2-3) What Are the Study Trends In Terms Of Affective Obje...mentioning

confidence: 99%

Affective domain studies of K-12 computing education: a systematic review from a perspective on affective objectives

Yun

Cho

2021

J. Comput. Educ.

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Interests in the affective domain of K-12 computing education (CE) are increasing. Affective factors play a big role in understanding students and their achievements. We can clarify the characteristics and hierarchy of affective factors as affective objectives with a perspective on educational objectives. This systematic review analyzes studies of affective factors in K-12 CE with a perspective on affective objectives. Using a keyword search and inclusion-exclusion criteria, 34 articles were retrieved. Findings show that annual publications are gradually increasing, particularly since 2008. For research purposes, studies for evaluation of inputs and outcomes and designing of teaching methods and educational systems were very common. From the perspective of affective objectives, the tendencies of the articles were analyzed by categorizing Krathwohl's classification into two types (affective activity and cognitive judge activities). Characteristics of each article were evaluated by analyzing the affective objective type, main affective factor type, and research purpose elements. We discussed three things as a result of this review: (1) the amount of research in the affective domain in K-12 CE; (2) study directions from the perspective of affective objectives; and (3) considerations for subject applications. We proposed developing an affective taxonomy suitable for CE as a future work. This review provides a new approach to comprehending the affective domain in K-12 CE and derives trends and implications from the retrieved studies. The findings can be useful information to educators and researchers seeking a variety of educational practices and new viewpoints in K-12 CE.

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Effect of emotion-aware interventions on students’ behavioral and emotional states

Cited by 7 publications

References 19 publications

Studying Affective Tutoring Systems for Mathematical Concepts

Studying Affective Tutoring Systems for Mathematical Concepts

Emotional patterns in a simulated virtual classroom supported with an affective recommendation system

Affective domain studies of K-12 computing education: a systematic review from a perspective on affective objectives

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