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The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project

The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project
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Author(s): Fabrizia Mantovani (University of Milan-Bicocca, Italy), Linda Confalonieri (University of Milan-Bicocca, Italy), Marcello Mortillaro (Swiss Center for Affective Sciences, Switzerland), Olivia Realdon (University of Milan-Bicocca, Italy), Valentino Zurloni (University of Milan-Bicocca, Italy) and Luigi Anolli (University of Milan-Bicocca, Italy)
Copyright: 2010
Pages: 15
Source title: Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience
Source Author(s)/Editor(s): Aimilia Tzanavari (University of Nicosia, Cyprus) and Nicolas Tsapatsoulis (Cyprus University of Technology, Cyprus)
DOI: 10.4018/978-1-60566-940-3.ch014

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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.

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