Evaluating the AffectLecture Mobile App within an Elementary School Class Teaching Process

Siouli, Styliani; Dratsiou, Ioanna; Tsitouridou, Melpomeni; Kartsidis, Panagiotis; Spachos, Dimitris; Bamidis, Panagiotis D.

doi:10.1109/cbms.2017.56

Cited by 4 publications

(7 citation statements)

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“…To address these challenges, a set of technological tools were either on purpose developed or repurposed to enhance the educational and interventional arsenal regarding behavioral difficulties, developmental disorders, and special education. More specifically, this study explains how the WHAAM (Spachos et al, 2014), the AffectLecture application (Siouli et al, 2017(Siouli et al, , 2020, the ADHD360 (Pandria et al, 2022), and BrainHQ platforms (Romanopoulou et al, 2021) were designed and implemented or deployed as pilot intervention. Four case series studies (S1-S4) along with a pilot study (S5) were presented integrating different technological solutions for monitoring, thereby highlighting multiple aspects of behavioral monitoring and its benefits in special education and behavioral difficulties.…”

Section: Discussionmentioning

confidence: 99%

“…AffectLecture is a hybrid mobile application that serves as a selfreporting emotion-registering tool to monitor emotional states (Siouli et al, 2017(Siouli et al, , 2020. It provides a five-level Likert scale where "1" stands for "very sad" while "5" stands for "very happy" and is displayed using emoticons.…”

Section: Affectlecturementioning

confidence: 99%

“…Inherent obstacles of those methods include data loss, subjectivity bias, difficulty in synchronous monitoring at different settings, real-time recognition, and interpretation of behavior (Davila-Montero et al, 2021;Pandria et al, 2022). For addressing the limitations of existing approaches, we have designed and implemented a bundle of tools over the past few years, namely, the WHAAM application (Spachos et al, 2014), the ADHD360 (Pandria et al, 2022) platform, and the AffectLecture application (Siouli et al, 2017(Siouli et al, , 2020, in addition to exploiting the commercially available platform BrainHQ (Romanopoulou et al, 2017;Anagnostopoulou et al, 2021;Romanopoulou et al, 2021) setting different goals and targeting different populations. The WHAAM application enables the digital monitoring of Attention Deficit Hyperactivity Disorder (ADHD) behavior as well as the planning of an intervention and the statistical evaluation of its effectiveness (Spachos et al, 2014;Merlo et al, 2018) while the ADHD360 stands for an integrated platform that includes a serious game for early detection of ADHD characteristics and a mobile application for behavior monitoring.…”

Section: Introductionmentioning

confidence: 99%

“…The WHAAM application enables the digital monitoring of Attention Deficit Hyperactivity Disorder (ADHD) behavior as well as the planning of an intervention and the statistical evaluation of its effectiveness (Spachos et al, 2014;Merlo et al, 2018) while the ADHD360 stands for an integrated platform that includes a serious game for early detection of ADHD characteristics and a mobile application for behavior monitoring. BrainHQ is a specialized, commercial software for personalized and adaptable game-based cognitive training (Romanopoulou et al, 2017) while the AffectLecture is a hybrid mobile application that assists emotional state monitoring (Siouli et al, 2017(Siouli et al, , 2020. The current manuscript aims to provide a comprehensive description of a case study series collective in which the aforementioned technologies were used either as intervention tools or as behavioral monitoring tools for vulnerable populations experiencing BD.…”

Section: Introductionmentioning

confidence: 99%

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Technology-based solutions for behavior monitoring: lessons learned

Pandria

Bamidis

2023

Front. Educ.

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IntroductionChildren’s behavior is indicative of adaptation to early-age development. Adaptive difficulties linked to behavioral difficulties are frequent among school-aged children having a multi-level impact. Five key approaches have been used therapeutically while systematic behavior monitoring has been used to evaluate the efficacy of different interventions. The inherent barriers of traditional monitoring tools have led to the need to design and implement new approaches.MethodsFour case study series (S1–S4) focused on vulnerable populations are described. Eight participants with different medical backgrounds underwent an intervention, either cognitive training (BrainHQ) (seven out of eight) or operant conditioning strategies. Targeted behaviors were monitored in six out of eight participants using the WHAAM application which could also measure the effectiveness of the intervention applied, while emotional fluctuations were evaluated in two out of eight participants using AffectLecture. Moreover, a 5th pilot study (S5) is included focusing on the early detection and management of ADHD using a serious game-based platform.ResultsIn S1, monitoring highlighted that BrainHQ training resulted in positive changes in all but one of the behaviors in Case 1. Studies that exploited the AffectLecture application indicated that emotional state was improved after training, and it was positively correlated with performance in cognitive exercises. The performance in cognitive training was positively correlated with the emotional state before training in S2 but not in S3. A positive correlation between the change in emotional state and performance was mentioned only in S3. Educational and social benefits as well as a positive correlation between the performance and the length of training were reported in both studies. Operant conditioning strategies in S4 resulted in positive behavioral effects in most participants. Preliminary analysis of S5 indicated that the platform has a considerable capacity to discriminate users based on their in-game patterns as ADHD or non-ADHD.DiscussionThe mixture of studies presented in this article incorporates different technological solutions for monitoring or intervening in developmental disorders and behavioral difficulties. Despite the inherent inhomogeneity of such an endeavor, they all highlight the positive prospects of using technology to enhance the educational arsenal of facing behavioral and learning difficulties.

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Section: Discussionmentioning

confidence: 99%

Section: Affectlecturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Technology-based solutions for behavior monitoring: lessons learned

Pandria

Bamidis

2023

Front. Educ.

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“…In addition, Trigueros, Aguilar-Parra, Cangas, López-Liria and Álvarez [33] in their study with adolescents indicated that shame is negatively related to motivation, which negatively adversely impacts learning and therefore academic performance. Moreover, Siouli et al carried out a study with primary students which showed that emotion influences academic performance in all class subjects and that the teaching process can induce an emotional change over a school week [34]. The results of the aforementioned studies confirm a strong relationship between academic performance and students' emotional state.…”

Section: Related Work and Backgroundmentioning

confidence: 97%

Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties

Siouli

Makris²,

Romanopoulou

et al. 2020

Addressing Global Challenges and Quality Education

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Research demonstrates that positive emotions contribute to students’ greater engagement with the learning experience, while negative emotions may detract from the learning experience. The purpose of this study is to evaluate the effect of a computer-based training program on the emotional status and its effect on the performance of two students with learning difficulties: a second-grade student of a primary school with Simpson-Golabi-Behmel syndrome and a fourth-grade student of a primary school with learning difficulties. For the purpose of this study, the “BrainHQ” web-based cognitive training software and the mobile app “AffectLecture” were used. The former was used for measuring the affective state of the students before and after each intervention. The latter was used for improving students’ cognitive development, in order to evaluate the possible improvement of their initial emotional status after the intervention with “BrainHQ” program, the possible effect of positive/negative emotional status on their performance, as well as the possible effect of high/poor performance on their emotional status. The results of the study demonstrate that there is a positive effect of emotion on performance and vice versa and the positive effect of performance on the emotional status and vice versa. These findings suggest that the affective state of students should be taken into account by educators, scholars and policymakers.

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