Limitations of Emotion Recognition in Software User Experience Evaluation Context

Landowska, Agnieszka; Miler, Jakub

doi:10.15439/2016f535

Cited by 18 publications

(13 citation statements)

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“…We are aware of the fact that the presented study has some drawbacks. The experiments are not reported in detail, as two of them were previously reported (Landowska & Miler, 2016;Landowska, Brodny, & Wróbel, 2017), although in different context. This paper summarizes the lessons learned while applying automatic emotion recognition to monitoring e-learning processes, rather than reporting detailed data.…”

Section: Summary Of Lessons Learned and Discussionmentioning

confidence: 99%

“…• All emotion recognition techniques are based on observable symptoms of affective states. The symptoms (e.g., facial expressions) might have a major drawback -they could be to some extent controlled by humans and therefore the recognition results might be intentionally or unintentionally falsified (Landowska & Miler, 2016, pp. 1631-1640).…”

Section: Agnieszka Landowskamentioning

confidence: 99%

“…The aim of this experiment was to investigate emotional states during learning using an educational game (Landowska & Miler, 2016, pp. 1631-1640.…”

Section: Experiments 1 Learning Via Playing Educational Gamementioning

confidence: 99%

“…While considering emotion elicitation techniques for a specific e-learning context, the availability of the observation channel is the first factor to consider. For example, in a design of the online educational game GraPM (Landowska & Miler, 2016, pp. 1631-1640, the only available emotion observation channel was the facial expression analysis.…”

Section: Availabilitymentioning

confidence: 99%

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Investigation of educational processes with affective computing methods

Landowska¹,

Brodny²

2017

e-mentor

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Agnieszka Landowska, Grzegorz Brodny, Investigation of educational processes with affective computing methods, "e-mentor" 2017, nr 3(70), s. 15-24, http://dx.doi.org/10.15219/em70.1304. 2017, nr 3 (70) e-mentor nr 3 (70) 15Investigation of educational processes with affective computing methods Grzegorz BrodnyThis paper concerns the monitoring of educational processes with the use of new technologies for the recognition of human emotions. This paper summarizes results from three experiments, aimed at the validation of applying emotion recognition to e-learning. An analysis of the experiments' executions provides an evaluation of the emotion elicitation methods used to monitor learners. The comparison of affect recognition algorithms was based on the criteria of availability, accuracy, robustness to disturbance, and interference with the e-learning process. The lessons learned in these experiments might be of interest to teachers and e-learning tutors, as well as to those researchers who want to use affective computing methods in monitoring educational processes. Investigation of educational processes with affective computing methods This paper concerns the monitoring of educational processes with the use of new technologies for the recognition of human emotions. This paper summarizes results from three experiments, aimed at the validation of applying emotion recognition to e-learning. An analysis of the experiments' executions provides an evaluation of the emotion elicitation methods used to monitor learners.The comparison of affect recognition algorithms was based on the criteria of availability, accuracy, robustness to disturbance, and interference with the e-learning process. The lessons learned in these experiments might be of interest to teachers and e-learning tutors, as well as to those researchers who want to use affective computing methods in monitoring educational processes.Since 2000, Agnieszka Landowska has worked for Gdansk University of Technology, FETI, in the Department of Software Engineering Methods. She is a leader of the Emotions in HCI Research Group and conducts research on software usability, affective computing methods and e-learning systems design. She is a member of the Management Board of Polish Scientific Society on E-Learning (PTNEI) and of the scientific organizations AAAC and EDEN.

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Section: Summary Of Lessons Learned and Discussionmentioning

confidence: 99%

Section: Agnieszka Landowskamentioning

confidence: 99%

“…The aim of this experiment was to investigate emotional states during learning using an educational game (Landowska & Miler, 2016, pp. 1631-1640.…”

Section: Experiments 1 Learning Via Playing Educational Gamementioning

confidence: 99%

Section: Availabilitymentioning

confidence: 99%

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Investigation of educational processes with affective computing methods

Landowska¹,

Brodny²

2017

e-mentor

Self Cite

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“…The procedure was performed and analyzed using the Affective-Behavioral-Cognitive (ABC) approach, that combines participant perception (cognitive component retrieved by self-report) with observational scores (behavioral component) and emotion analysis techniques (affective component). The study was a part of an experiment that aimed at evaluation of applicability of automatic emotion recognition in the context of usability testing [20]. It was performed at the Emotion Monitor stand, which is a multi-modal setting designed for human-computer interaction observation [21].…”

Section: A Ux Study Designmentioning

confidence: 99%

Designing effective educational games - a case study of a project management game

Miler

Landowska

2016

Annals of Computer Science and Information Systems

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Abstract-This paper addresses the issues of designing effective educational games. We aim at investigating how the cognitive, behavioral and emotional aspects of the games influence their educational effectiveness. The results were obtained with an observational user experience study extended with affect analysis carried out for a project management game GraPM. We analyzed the players' understanding of the game mechanics and logic, their engagement and emotional state. Then we confronted it with the educational effects achieved. In this case study the key identified factors of educational effectiveness were: understanding game mechanics, player's engagement, and feeling of control. Invoking other desired emotions was not required for effective education, which was also generally unrelated to the player's initial knowledge.

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