Optimal Affective Conditions for Subconscious Learning in a 3D Intelligent Tutoring System

Chalfoun, Pierre; Frasson, Claude

doi:10.1007/978-3-642-02583-9_5

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…These results, and many others, have been reproduced successfully on healthy patients and have contributed to clarify, and more importantly, to justify the anatomical separation that exists between conscious and unconscious cognition [32]. Unfortunately, no work in the HCI community, besides ours [19,33], has attempted to use affective and cerebral data in order to assess the impact of subliminal cues and miscues on the learner's performance, deductive and inductive reasoning, as well as decision making in a problem-solving context. However, a handful of papers in various fields have claimed the use of subliminal priming as a support for memory in the HCI community.…”

Section: Related Worksupporting

confidence: 54%

Subliminal Cues While Teaching: HCI Technique for Enhanced Learning

Chalfoun

Frasson

2011

Advances in Human-Computer Interaction

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This paper presents results from an empirical study conducted with a subliminal teaching technique aimed at enhancing learner's performance in Intelligent Systems through the use of physiological sensors. This technique uses carefully designed subliminal cues (positive) and miscues (negative) and projects them under the learner's perceptual visual threshold. A positive cue, called answer cue, is a hint aiming to enhance the learner's inductive reasoning abilities and projected in a way to help them figure out the solution faster but more importantly better. A negative cue, called miscue, is also used and aims at obviously at the opposite (distract the learner or lead them to the wrong conclusion). The latest obtained results showed that only subliminal cues, not miscues, could significantly increase learner performance and intuition in a logic-based problem-solving task. Nonintrusive physiological sensors (EEG for recording brainwaves, blood volume pressure to compute heart rate and skin response to record skin conductivity) were used to record affective and cerebral responses throughout the experiment. The descriptive analysis, combined with the physiological data, provides compelling evidence for the positive impact of answer cues on reasoning and intuitive decision making in a logic-based problem-solving paradigm.

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Section: Related Worksupporting

confidence: 54%

Subliminal Cues While Teaching: HCI Technique for Enhanced Learning

Chalfoun

Frasson

2011

Advances in Human-Computer Interaction

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“…A threshold for conscious access exists in human perception. We consider this threshold as the "line" between conscious and subconscious perception [79].…”

Section: Vr Subliminal Techniques Trainingmentioning

confidence: 99%

“…Chalfoun et al [79,[83][84][85] introduced a 3D virtual tutoring system that makes use of subliminal priming in a 3D gaming-like environment. The results of their studies showed that learners felt more motivated, retrieved previous knowledge faster, and could learn more easily.…”

Section: Vr Subliminal Techniques Trainingmentioning

confidence: 99%

Virtual Reality and Metacognition Training Techniques for Learning Disabilities

2022

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The current research aims to investigate the effectiveness of brain-rewiring techniques applied in virtual reality environments as a pioneer intervention for people with learning disabilities and various disorders. In addition, we examine whether these VR-assisted techniques can improve metacognitive skills. Specifically, we emphasize the advantage of VR clinical hypnosis, VR neurolinguistic programming, VR subliminal training, VR fast learning, VR mindfulness, and VR breathing training. The results of this review study revealed that virtual reality provides a fertile ground for the practice of therapeutic metacognitive techniques. In addition, experimental research revealed beneficial effects on learning disabilities, cognitive impairments, autism, ADHD (attention deficit hyperactivity disorder), depression, generalized anxiety disorder, phobias, and behavioral and emotional disorders. It was revealed that VR brain-rewiring techniques constitute effective metacognitive strategies for people with various disorders. Therapists, educators, parents, and even patients could utilize VR brain-rewiring techniques at home, at school, or in the workplace to train the 21st-century meta-abilities. This study also highlights the need to create virtual metacognitive training environments to accelerate inclusion, equity, and peak performance.

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“…Other physiological sensors have a direct correlation with emotions (Chalfoun and Frasson 2009;Lang 1995). For instance, the following sensors can measure emotion according to two dimensions: valence (positive or negative emotion), and arousal (intensity of emotion).…”

Section: Detecting Emotionsmentioning

confidence: 99%

Managing Learner’s Affective States in Intelligent Tutoring Systems

Frasson

Chalfoun

2010

Studies in Computational Intelligence

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Abstract. Recent works in Computer Science, Neurosciences, Education, and Psychology have shown that emotions play an important role in learning. Learner's cognitive ability depends on his emotions. We will point out the role of emotions in learning, distinguishing the different types and models of emotions which have been considered until now. We will address an important issue concerning the different means to detect emotions and introduce recent approaches to measure brain activity using Electroencephalograms (EEG). Knowing the influence of emotional events on learning it becomes important to induce specific emotions so that the learner can be in a more adequate state for better learning or memorization. To this end, we will introduce the main components of an emotionally intelligent tutoring system able to recognize, interpret and influence learner's emotions. We will talk about specific virtual agents that can influence learner's emotions to motivate and encourage him and involve a more cooperative work, particularly in narrative learning environments. Pushing further this paradigm, we will present the advantages and perspectives of subliminal learning which intervenes without conscious perception. Finally, we conclude with new directions to emotional learning. Emotions and LearningLearning involves mainly two processes: reasoning and memorizing. Reasoning is developed during cognitive tasks in which a learner tries to solve a problem using deductions or inductions. If a new knowledge (fact, rule) is obtained then the knowledge will be memorized in long term memory. Memorizing is also triggered when a learner tries to remember a previously acquired element using several means such as similarity, imagery, case-based analysis, etc. The two processes work alternatively and can be considered as a "Cartesian" approach of brain functions. Recent researches in neurosciences, education, and psychology have shown that emotions play an important role in learning. People often separate emotions and reason, believing that emotions are an obstacle in rational decision making or

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Optimal Affective Conditions for Subconscious Learning in a 3D Intelligent Tutoring System

Cited by 8 publications

References 14 publications

Subliminal Cues While Teaching: HCI Technique for Enhanced Learning

Subliminal Cues While Teaching: HCI Technique for Enhanced Learning

Virtual Reality and Metacognition Training Techniques for Learning Disabilities

Managing Learner’s Affective States in Intelligent Tutoring Systems

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