The Application of Affective Computing Technology to E-Learning

Thompson, Nik; McGill, Tanya

doi:10.4018/978-1-4666-4611-7.ch007

Cited by 5 publications

(3 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another study revealed that assignment module as an extrinsic motivator significantly impacted perceived learning outcomes from Moodle (Waheed et al, 2016). In addition to these built-in tools, most LMS offer the ability of integrating external communication and instructional tools to enhance student learning (Thompson & McGill, 2014). For example, Paschalis (2017) designed and implemented a collaboration script into the Moodle to create a compound environment in order to support collaborative project-based learning.…”

Section: Moodle Lmsmentioning

confidence: 99%

Pre–Service Teachers’ Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study

Sonmez¹,

Koç²

2018

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

Learning management systems (LMS) are web-based platforms used for enhancing and supporting classroom teaching or delivering online instruction. Much of the earlier research has focused on their technological features and implementations into instruction. However, investigating what and how teachers and students think about and experience with LMS based on their actual usage is needed to realize educational potential of these systems. This study aimed to investigate pre-service teachers' lived experiences about taking courses through Moodle LMS. The research was designed as a qualitative study. Data were collected through semi-structured interviews and analyzed through content analysis technique via Nvivo 7.0 software. The sample included 25 college students majoring in Computer and Instructional Technology Education at a state university in Turkey. Majority of the participants indicated that Moodle was user-friendly, beneficial and enhancer for interaction with both instructor and course content. Participants identified "assignments", "resources", and "forum" as the most effective instructional modules. On the other hand, some argued that Moodle could not provide face-to-face interaction like in the classrooms and thus it was not suitable for certain math and non-math courses requiring such interaction. They also found registration to course website as the biggest technical challenge.

show abstract

Section: Moodle Lmsmentioning

confidence: 99%

Pre–Service Teachers’ Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study

Sonmez¹,

Koç²

2018

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

show abstract

“…With the development of science and technology, many digital teaching techniques were used in education to improve the efficiency of teaching. Some evidence showed that teaching with digital games was better than traditional teaching [5]. Among various digital games, VR (virtual reality) was a commonly used tool in teaching [6].…”

Section: Introductionmentioning

confidence: 99%

A Study of the Relationship among Self-efficacy, Cognitive Load, Failure Attribution and Intention of Continue Participation in the "Insect Garden VR Game"

Juh

Hong³

2021

IJIET

View full text Add to dashboard Cite

Education reform is ongoing in Taiwan, the 12-year compulsory education has been implemented since 2019. The science curriculum emphasizes the importance of students' self-learning and problem-solving skills. This study applied the "Insect Garden VR Game" to understand the relationship among students' self-efficacy, cognitive load, failure attribution, and intention of continuous participation in the game. In this study, 172 4th-grade students participated. This study adopted the method of questionnaire survey, which was valid and reliable (Cronbach’s α =0.934). Path analysis of data from 160 effective responses was performed using SPSS (version 20) and structural equation modeling-AMOS (version 20). The conclusions were: 1). the game’s self-efficacy of student was significantly positively correlated with cognitive load. 2). Self-efficacy of student was significantly negatively correlated with failure attribution. 3). Cognitive load of student was significantly positively correlated with failure attribution. 4). Failure attribution of student was significantly negatively correlated with intention of continuous participation. 5). Cognitive load of student was significantly positively correlated with the intention of continuous participation. The suggestions of this study were: 1). Focus on improving the self-efficacy of students' in VR-game-based-eLearning that could enhance students to challenge the tasks in the game. 2). Many tasks can be designed in the game. Although it will increase the cognitive load of the students, it can increase the intention to continue with the participation. 3). The game operation is simple, the equipment can be used normally, the experience of failure is reduced, and the intention of continuous participation can be improved.

show abstract

“…Technology -via the continuously expanding Learning Management Systems (LMSs) -offers the ability integrating new information and communication tools (e.g. multimedia, simulations, external representations, group awareness widgets and coordination tools) as useful for enhancing cognitive performance (Thompson, McGill, 2014).…”

Section: Introductionmentioning

confidence: 99%

A Compound Lams-Moodle Environment to Support Collaborative Project-Based Learning: A Case Study With the Group Investigation Method

Paschalis¹

2017

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging them to develop independent solutions and also by keeping their efforts and activities targeted towards the lesson goals. Students, on the other hand, need to develop important skills in searching and analyzing information as well as in communication and time management. In this paper, we propose the design of a collaboration script, following the "Group Investigation method", to support the tutors and students of a collaborative project-based course on 'DataBases'. We implemented this script using a compound e-learning collaborative environment based on MOODLE and LAMS, which have provided tutors with several tools and methods to involve in the learning process. The evaluation of the students' projects and the comparison with the corresponding projects of the previous academic year showed a better level of collaboration and performance of the students but also proved that the learning environment offered the tutors a more efficient way to guide their students in Collaborative Project-Based Learning.

show abstract

The Application of Affective Computing Technology to E-Learning

Cited by 5 publications

References 60 publications

Pre–Service Teachers’ Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study

Pre–Service Teachers’ Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study

A Study of the Relationship among Self-efficacy, Cognitive Load, Failure Attribution and Intention of Continue Participation in the "Insect Garden VR Game"

A Compound Lams-Moodle Environment to Support Collaborative Project-Based Learning: A Case Study With the Group Investigation Method

Contact Info

Product

Resources

About