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A model for providing emotion awareness and feedback using fuzzy logic in online learning
dc.contributor.author | Arguedas, Marta |
dc.contributor.author | Xhafa Xhafa, Fatos |
dc.contributor.author | Casillas, Luis |
dc.contributor.author | Daradoumis, Thanasis |
dc.contributor.author | Peña, Adriana |
dc.contributor.author | Caballé Llobet, Santiago |
dc.contributor.other | Universitat Politècnica de Catalunya. Departament de Ciències de la Computació |
dc.date.accessioned | 2017-02-14T08:43:29Z |
dc.date.available | 2017-10-20T00:30:39Z |
dc.date.issued | 2016-10-20 |
dc.identifier.citation | Arguedas, M., Xhafa, F., Casillas, L., Daradoumis, T., Peña, A., Caballé , Santi. A model for providing emotion awareness and feedback using fuzzy logic in online learning. "Soft computing", 20 Octubre 2016, vol. 22, num. 3, p. 963-977. |
dc.identifier.issn | 1432-7643 |
dc.identifier.uri | http://hdl.handle.net/2117/100948 |
dc.description.abstract | Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance. |
dc.language.iso | eng |
dc.publisher | Springer |
dc.subject | Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Psicologia de l'educació |
dc.subject | Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents |
dc.subject | Àrees temàtiques de la UPC::Matemàtiques i estadística::Lògica matemàtica |
dc.subject.lcsh | Fuzzy logic |
dc.subject.lcsh | Motivation in education |
dc.subject.lcsh | Academic achievement |
dc.subject.lcsh | Affective education |
dc.subject.other | Fuzzy logic |
dc.subject.other | Affective learning |
dc.subject.other | Students’ emotive states |
dc.subject.other | (APT) Affective Pedagogical Tutor |
dc.subject.other | Affective feedback |
dc.title | A model for providing emotion awareness and feedback using fuzzy logic in online learning |
dc.type | Article |
dc.subject.lemac | Lògica difusa |
dc.subject.lemac | Motivació en l'educació |
dc.subject.lemac | Rendiment escolar |
dc.subject.lemac | Educació emocional |
dc.identifier.doi | 10.1007/s00500-016-2399-0 |
dc.description.peerreviewed | Peer Reviewed |
dc.relation.publisherversion | http://link.springer.com/article/10.1007%2Fs00500-016-2399-0 |
dc.rights.access | Open Access |
local.identifier.drac | 19240594 |
dc.description.version | Postprint (author's final draft) |
local.citation.author | Arguedas, M.; Xhafa, F.; Casillas, L.; Daradoumis, T.; Peña, A.; Caballé, Santi |
local.citation.publicationName | Soft computing |
local.citation.volume | 22 |
local.citation.number | 3 |
local.citation.startingPage | 963 |
local.citation.endingPage | 977 |
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