A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains

Research in the learning sciences and mathematics education has suggested that ‘thinking aloud’ (verbalization) can be important for learning. In a technology-mediated learning environment, speech might also help to promote learning by enabling the system to infer the students’ cognitive and affective state so that they can be provided a sequence of tasks and formative feedback, both of which are adapted to their needs. For these and associated reasons, we developed the iTalk2Learn platform that includes speech production and speech recognition for children learning about fractions. We investigated the impact of iTalk2Learn’s speech functionality in classrooms in the UK and Germany, with our results indicating that a speech-enabled learning environment has the potential to enhance student learning gains and engagement, both directly and indirectly

Affective learning: improving engagement and enhancing learning with affect-aware feedback

This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students’ affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students’ affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students’ performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning

Layered evaluation of interactive adaptive systems : framework and formative methods

Peer reviewedPostprin

Emotional Intelligence in Robotics: A Scoping Review

Research suggests that emotionally responsive machines that can simulate empathy increase de acceptance of users towards them, as the feeling of affinity towards the machine reduces negative perceptual feedback. In order to endow a robot with emotional intelligence, it must be equipped with sensors capable of capturing users’ emotions (sense), appraisal captured emotions to regulate its internal state (compute), and finally perform tasks where actions are regulated by the computed “emotional” state (act). However, despite the im-pressive progress made in recent years in terms of artificial intelligence, speech recognition and synthesis, computer vision and many other disciplines directly and indirectly related to artificial emotional recognition and behavior, we are still far from being able to endow robots with the empathic capabilities of a human being. This article aims to give an overview of the implications of intro-ducing emotional intelligence in robotic constructions by discussing recent ad-vances in emotional intelligence in robotics

Knowledge Elicitation Methods for Affect Modelling in Education

Research on the relationship between affect and cognition in Artificial Intelligence in Education (AIEd) brings an important dimension to our understanding of how learning occurs and how it can be facilitated. Emotions are crucial to learning, but their nature, the conditions under which they occur, and their exact impact on learning for different learners in diverse contexts still needs to be mapped out. The study of affect during learning can be challenging, because emotions are subjective, fleeting phenomena that are often difficult for learners to report accurately and for observers to perceive reliably. Context forms an integral part of learners’ affect and the study thereof. This review provides a synthesis of the current knowledge elicitation methods that are used to aid the study of learners’ affect and to inform the design of intelligent technologies for learning. Advantages and disadvantages of the specific methods are discussed along with their respective potential for enhancing research in this area, and issues related to the interpretation of data that emerges as the result of their use. References to related research are also provided together with illustrative examples of where the individual methods have been used in the past. Therefore, this review is intended as a resource for methodological decision making for those who want to study emotions and their antecedents in AIEd contexts, i.e. where the aim is to inform the design and implementation of an intelligent learning environment or to evaluate its use and educational efficacy

Face Emotion Recognition Based on Machine Learning: A Review

Computers can now detect, understand, and evaluate emotions thanks to recent developments in machine learning and information fusion. Researchers across various sectors are increasingly intrigued by emotion identification, utilizing facial expressions, words, body language, and posture as means of discerning an individual's emotions. Nevertheless, the effectiveness of the first three methods may be limited, as individuals can consciously or unconsciously suppress their true feelings. This article explores various feature extraction techniques, encompassing the development of machine learning classifiers like k-nearest neighbour, naive Bayesian, support vector machine, and random forest, in accordance with the established standard for emotion recognition. The paper has three primary objectives: firstly, to offer a comprehensive overview of effective computing by outlining essential theoretical concepts; secondly, to describe in detail the state-of-the-art in emotion recognition at the moment; and thirdly, to highlight important findings and conclusions from the literature, with an emphasis on important obstacles and possible future paths, especially in the creation of state-of-the-art machine learning algorithms for the identification of emotions