The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design. Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning "Myself": the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems. © 2010, IGI Global.

Mantovani, F., Confalonieri, L., Mortillaro, M., Realdon, O., Zurloni, V., Anolli, L. (2010). The potential of affective computing in e-learning: The journey from theory to practice in the "Myself" project. In A. Tzavanari, N. Tsapatsoulis (a cura di), Affective, interactive and cognitive methods for e-learning design. Creating an optimal education experience (pp. 260-274). Hershey, PA : IGI Global [10.4018/978-1-60566-940-3.ch014].

The potential of affective computing in e-learning: The journey from theory to practice in the "Myself" project

MANTOVANI, FABRIZIA;CONFALONIERI, LINDA;REALDON, OLIVIA;ZURLONI, VALENTINO;ANOLLI, LUIGI MARIA
2010

Abstract

The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design. Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning "Myself": the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems. © 2010, IGI Global.
Capitolo o saggio
affective computing; e-learning; emotion recognition
English
Affective, interactive and cognitive methods for e-learning design. Creating an optimal education experience
Tzavanari, A; Tsapatsoulis, N
2010
978-1-60566-940-3
IGI Global
260
274
Mantovani, F., Confalonieri, L., Mortillaro, M., Realdon, O., Zurloni, V., Anolli, L. (2010). The potential of affective computing in e-learning: The journey from theory to practice in the "Myself" project. In A. Tzavanari, N. Tsapatsoulis (a cura di), Affective, interactive and cognitive methods for e-learning design. Creating an optimal education experience (pp. 260-274). Hershey, PA : IGI Global [10.4018/978-1-60566-940-3.ch014].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/10807
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