Identification of Affective States in MOOCs

Abstract

Massive Open Online Courses (MOOCs) are a type of online coursewere students have little interaction, no instructor, and in some cases, no deadlines to finisch assignments. For this reason, a better understanding of student affection in MOOCs is importantant could have potential to open new perspectives for this type of course. The recent popularization of tools, code libraries and algorithms for intensive data analysis made possible collect data from text and interaction with the platforms, which can be used to infer correlations between affection and learning. In this context, a bibliographical review was carried out, considering the period between 2012 and 2018, with the goal of identifying which methods are being to identify affective states. Three databases were used: ACM Digital Library, IEEE Xplore and Scopus, and 46 papers were found. The articles revealed that the most common methods are related to data intensive techinques (i.e. machine learning, sentiment analysis and, more broadly, learning analytics). Methods such as physiological signal recognition andself-report were less frequent.

Impact of pairing an augmented reality demonstration with online video lectures… Does it improve students’ performance?

“…Due to the latest technological improvements such as real-time data analysis, online proctoring systems, pattern recognition algorithms, etc; it is now easy to see the performance of an online learner and check the correlation of their learning with the affection (Souza & Perry, 2019) they have with their course. Though MOOCs sound exciting and carry a lot of advantages, several researches suggest that only a very few percentage of enrolled population successfully finish their course (Watted & Barak, 2018).…”

Framework for Personalizing Mooc Courses Based on Learners’ Stress Levels Towards Increased Course Completion Rates

“…In an elaborate systematic literature review carried out by Napoliana Souza expresses that it is important to understand the affection of the online learners towards their online course. The study states that online learners have a strong connection between their affection towards the course and their behavior and cognition [14]. The study strongly suggests that it is important for the MOOC providers to assess affective states in MOOC courses in order to predict the positive and negative reactions from learners and also to make essential changes in the course delivery environment.…”