Studi Pengembangan Model Pengenalan Emosi Pada Teks Media Sosial

Media sosial mempunyai peranan yang teramat penting dalam dunia teknologi informasi. Aktivitas yang dilakukan pada media sosial dapat menggambarkan seseorang dalam kondisi nyata, tidak jarang pula pengguna media sosial mencurahkan perasaan atau suasana hatinya pada suatu media sosial yang membuat media sosial dapat diukur, salah satunya pengenalan emosi pada teks media sosial. Model pengenalan emosi yang dihasilkan pada penelitian ini digunakan untuk mengenali emosi pada teks dengan tahapan pengumpulan data teks, praproses teks, pemilihan dan ekstraksi fitur, dan klasifikasi emosi. Model ini diharapkan dapat menjadikan baseline dalam riset yang berkenaan dengan klasifikasi teks pada media sosial, khususnya dalam mengenali emosi pada teks media sosial

Seeking the Entanglement of Immersion and Emergence: Reflections from an Analysis of the State of IS Research on Virtual Worlds

This paper critically reviews the state of virtual world research within the Information Systems field; revealing areas of interest evident in research studies between 2007-2011, the methods employed to conduct such research, the theories/frameworks used to ground VW research, as well as reoccurring memes/concepts. We argue that virtual worlds are best interpreted as both an immersive and emergent co-creative process, ‘performed’ by users’ actions and interactions both with other users and with artifacts such as virtual goods. Nevertheless, our analysis reveals a near neglect of the substantive nature of digital materiality and of the emergent nature of virtual worlds. We conclude that this ‘human-centric’ stance has taken focus away from the unique nature of the virtual world artifact itself, and posit a research agenda that focuses on virtual world objects as well as the immersive and emergent activities of ‘world-builders’ as necessary to advance virtual world research

Modélisation des émotions de l’apprenant et interventions implicites pour les systèmes tutoriels intelligents

La modélisation de l’expérience de l’utilisateur dans les Interactions Homme-Machine est un enjeu important pour la conception et le développement des systèmes adaptatifs intelligents. Dans ce contexte, une attention particulière est portée sur les réactions émotionnelles de l’utilisateur, car elles ont une influence capitale sur ses aptitudes cognitives, comme la perception et la prise de décision. La modélisation des émotions est particulièrement pertinente pour les Systèmes Tutoriels Émotionnellement Intelligents (STEI). Ces systèmes cherchent à identifier les émotions de l’apprenant lors des sessions d’apprentissage, et à optimiser son expérience d’interaction en recourant à diverses stratégies d’interventions. Cette thèse vise à améliorer les méthodes de modélisation des émotions et les stratégies émotionnelles utilisées actuellement par les STEI pour agir sur les émotions de l’apprenant. Plus précisément, notre premier objectif a été de proposer une nouvelle méthode pour détecter l’état émotionnel de l’apprenant, en utilisant différentes sources d’informations qui permettent de mesurer les émotions de façon précise, tout en tenant compte des variables individuelles qui peuvent avoir un impact sur la manifestation des émotions. Pour ce faire, nous avons développé une approche multimodale combinant plusieurs mesures physiologiques (activité cérébrale, réactions galvaniques et rythme cardiaque) avec des variables individuelles, pour détecter une émotion très fréquemment observée lors des sessions d’apprentissage, à savoir l’incertitude. Dans un premier lieu, nous avons identifié les indicateurs physiologiques clés qui sont associés à cet état, ainsi que les caractéristiques individuelles qui contribuent à sa manifestation. Puis, nous avons développé des modèles prédictifs permettant de détecter automatiquement cet état à partir des différentes variables analysées, à travers l’entrainement d’algorithmes d’apprentissage machine. Notre deuxième objectif a été de proposer une approche unifiée pour reconnaître simultanément une combinaison de plusieurs émotions, et évaluer explicitement l’impact de ces émotions sur l’expérience d’interaction de l’apprenant. Pour cela, nous avons développé une plateforme hiérarchique, probabiliste et dynamique permettant de suivre les changements émotionnels de l'apprenant au fil du temps, et d’inférer automatiquement la tendance générale qui caractérise son expérience d’interaction à savoir : l’immersion, le blocage ou le décrochage. L’immersion correspond à une expérience optimale : un état dans lequel l'apprenant est complètement concentré et impliqué dans l’activité d’apprentissage. L’état de blocage correspond à une tendance d’interaction non optimale où l'apprenant a de la difficulté à se concentrer. Finalement, le décrochage correspond à un état extrêmement défavorable où l’apprenant n’est plus du tout impliqué dans l’activité d’apprentissage. La plateforme proposée intègre trois modalités de variables diagnostiques permettant d’évaluer l’expérience de l’apprenant à savoir : des variables physiologiques, des variables comportementales, et des mesures de performance, en combinaison avec des variables prédictives qui représentent le contexte courant de l’interaction et les caractéristiques personnelles de l'apprenant. Une étude a été réalisée pour valider notre approche à travers un protocole expérimental permettant de provoquer délibérément les trois tendances ciblées durant l’interaction des apprenants avec différents environnements d’apprentissage. Enfin, notre troisième objectif a été de proposer de nouvelles stratégies pour influencer positivement l’état émotionnel de l’apprenant, sans interrompre la dynamique de la session d’apprentissage. Nous avons à cette fin introduit le concept de stratégies émotionnelles implicites : une nouvelle approche pour agir subtilement sur les émotions de l’apprenant, dans le but d’améliorer son expérience d’apprentissage. Ces stratégies utilisent la perception subliminale, et plus précisément une technique connue sous le nom d’amorçage affectif. Cette technique permet de solliciter inconsciemment les émotions de l’apprenant, à travers la projection d’amorces comportant certaines connotations affectives. Nous avons mis en œuvre une stratégie émotionnelle implicite utilisant une forme particulière d’amorçage affectif à savoir : le conditionnement évaluatif, qui est destiné à améliorer de façon inconsciente l’estime de soi. Une étude expérimentale a été réalisée afin d’évaluer l’impact de cette stratégie sur les réactions émotionnelles et les performances des apprenants.Modeling the user’s experience within Human-Computer Interaction is an important challenge for the design and development of intelligent adaptive systems. In this context, a particular attention is given to the user’s emotional reactions, as they decisively influence his cognitive abilities, such as perception and decision-making. Emotion modeling is particularly relevant for Emotionally Intelligent Tutoring Systems (EITS). These systems seek to identify the learner’s emotions during tutoring sessions, and to optimize his interaction experience using a variety of intervention strategies. This thesis aims to improve current methods on emotion modeling, as well as the emotional strategies that are presently used within EITS to influence the learner’s emotions. More precisely, our first objective was to propose a new method to recognize the learner’s emotional state, using different sources of information that allow to measure emotions accurately, whilst taking account of individual characteristics that can have an impact on the manifestation of emotions. To that end, we have developed a multimodal approach combining several physiological measures (brain activity, galvanic responses and heart rate) with individual variables, to detect a specific emotion, which is frequently observed within computer tutoring, namely : uncertainty. First, we have identified the key physiological indicators that are associated to this state, and the individual characteristics that contribute to its manifestation. Then, we have developed predictive models to automatically detect this state from the analyzed variables, trough machine learning algorithm training. Our second objective was to propose a unified approach to simultaneously recognize a combination of several emotions, and to explicitly evaluate the impact of these emotions on the learner’s interaction experience. For this purpose, we have developed a hierarchical, probabilistic and dynamic framework, which allows one to track the learner’s emotional changes over time, and to automatically infer the trend that characterizes his interaction experience namely : flow, stuck or off-task. Flow is an optimal experience : a state in which the learner is completely focused and involved within the learning activity. The state of stuck is a non-optimal trend of the interaction where the learner has difficulty to maintain focused attention. Finally, the off-task behavior is an extremely unfavorable state where the learner is not involved anymore within the learning session. The proposed framework integrates three-modality diagnostic variables that sense the learner’s experience including : physiology, behavior and performance, in conjunction with predictive variables that represent the current context of the interaction and the learner’s personal characteristics. A human-subject study was conducted to validate our approach through an experimental protocol designed to deliberately elicit the three targeted trends during the learners’ interaction with different learning environments. Finally, our third objective was to propose new strategies to positively influence the learner’s emotional state, without interrupting the dynamics of the learning session. To this end, we have introduced the concept of implicit emotional strategies : a novel approach to subtly impact the learner’s emotions, in order to improve his learning experience. These strategies use the subliminal perception, and more precisely a technique known as affective priming. This technique aims to unconsciously solicit the learner’s emotions, through the projection of primes charged with specific affective connotations. We have implemented an implicit emotional strategy using a particular form of affective priming namely : the evaluative conditioning, which is designed to unconsciously enhance self-esteem. An experimental study was conducted in order to evaluate the impact of this strategy on the learners’ emotional reactions and performance

Advancing Fine-Grained Emotion Recognition in Short Text

Advanced emotion recognition in text is essential for developing intelligent affective applications, which can recognize, react upon, and analyze users' emotions. Our particular motivation for solving this problem lies in large-scale analysis of social media data, such as those generated by Twitter users. Summarizing users' emotions can enable better understandings of their reactions, interests, and motivations. We thus narrow the problem to emotion recognition in short text, particularly tweets. Another driving factor of our work is to enable discovering emotional experiences at a detailed, fine-grained level. While many researchers focus on recognizing a small number of basic emotion categories, humans experience a larger variety of distinct emotions. We aim to recognize as many as 20 emotion categories from the Geneva Emotion Wheel. Our goal is to study how to build such fine-grained emotion recognition systems. We start by surveying prior approaches to building emotion classifiers. The main body of this thesis studies two of them in detail: crowdsourcing and distant supervision. Based on them, we design fine-grained domain-specific systems to recognize users' reactions to sporting events captured on Twitter and address multiple challenges that arise in that process. Crowdsourcing allows extracting affective commonsense knowledge by asking hundreds of workers for manual annotation. The challenge is in collecting informative and truthful annotations. To address it, we design a human computation task that elicits both emotion category labels and emotion indicators (i.e. words or phrases indicative of labeled emotions). We also develop a methodology to build an emotion lexicon using such data. Our experiments show that the proposed crowdsourcing method can successfully generate a domain-specific emotion lexicon. Additionally, we suggest how to teach and motivate non-expert annotators. We show that including a tutorial and using carefully formulated reward descriptions can effectively improve annotation quality. Distant supervision consists of building emotion classifiers from data that are automatically labeled using some heuristics. This thesis studies heuristics that apply emotion lexicons of limited quality, for example due to missing or erroneous term-emotion associations. We show the viability of such an approach to obtain domain-specific classifiers having substantially better quality of recognition than the initial lexicon-based ones. Our experiments reveal that treating the emotion imbalance in training data and incorporating pseudo-neutral documents is crucial for such improvement. This method can be applied to building emotion classifiers across different domains using limited input resources and thus requiring minimal effort. Another challenge for lexicon-based emotion recognition is to reduce the error introduced by linguistic modifiers such as negation and modality. We design a data analysis method that allows modeling the specific effects of the studied modifiers, both in terms of shifting emotion categories and changing confidence in emotion presence. We show that the effects of modifiers vary across the emotion categories, which indicates the importance of treating such effects at a more fine-grained level to improve classification quality. Finally, the thesis concludes with our recommendations on how to address the examined general challenges of building a fine-grained textual emotion recognition system

KEER2022

Avanttítol: KEER2022. DiversitiesDescripció del recurs: 25 juliol 202

Enhancing electronic intelligent tutoring systems by responding to affective states

The overall aim of this research is the exploration mechanisms which allow an understanding of the emotional state of students and the selection of an appropriate cognitive and affective feedback for students on the basis of students' emotional state and cognitive state in an affective learning environment. The learning environment in which this research is based is one in which students learn by watching an instructional video. The main contributions in the thesis include: - A video study was carried out to gather data in order to construct the emotional models in this research. This video study adopted a methodology in qualitative research called “Quick and Dirty Ethnography”(Hughes et al., 1995). In the video study, the emotional states, including boredom, frustration, confusion, flow, happiness, interest, were identified as being the most important to a learner in learning. The results of the video study indicates that blink frequencies can reflect the learner's emotional states and it is necessary to intervene when students are in self-learning through watching an instructional video in order to ensure that attention levels do not decrease. - A novel emotional analysis model for modeling student’s cognitive and emotional state in an affective learning system was constructed. It is an appraisal model which is on the basis of an instructional theory called Gagne’s theory (Gagne, 1965). - A novel emotion feedback model for producing appropriate feedback tactics in affective learning system was developed by Ontology and Influence Diagram ii approach. On the basis of the tutor-remediation hypothesis and the self-remediation hypothesis (Hausmann et al., 2013), two feedback tactic selection algorithms were designed and implemented. The evaluation results show: the emotion analysis model can be used to classify negative emotion and hence deduce the learner’s cognitive state; the degree of satisfaction with the feedback based on the tutor-remediation hypothesis is higher than the feedback based on self-remediation hypothesis; the results indicated a higher degree of satisfaction with the combined cognitive and emotional feedback than cognitive feedback on its own

Pengaruh ekstrak etanol daun sirsak (Annona muricata L.) terhadap kadar enzim transaminase (SGPT dan SGOT) pada mencit (Mus musculus) yang diinduksi DMBA

Penelitian ini merupakan penelitian eksperimenta menggunakan Rancangan Acak Lengkap (RAL) dengan lima kelompok perlakuan dan empat kali ulangan. Kelompok perlakuan Acak Lengkap tikus yang diinduksi dengan 7,12-dimetilbenz(alfa) antrasen (DMBA) dan diberi ekstrak daun sirsak dosis 0 mg/kgBB (K+), dosis 100 mg/kg bb (P1). DOSIS 150 MG/KG BB (P2), Dosis 200 mg/kg bb (P3) dan tikus normal yaitu tikus tanpa diinduksi dengan 7,12-dimetilbenz(alfa) antrasen (DMBA) dan tanpa diberi ekstrak daun sirsak (K-). Data kemudian dianalisis dengan menggunakan Analisis Varians (One Way Anova) satu arah. Jika menunjukan ada pengaruh maka dilakukan uji lanjut dengan BNT taraf signifikan alfa=1%. Berdasarkan hasil penelitian, diketahui kadar SGPT pada (K+) yaitu 154,472+/-4,09 U/L, sedangkan pada P1, P2, dan P3 masing-masing adalah 134,352+/-3,03 U/I , 118,137+/-2,69 U/L, 88,950+/-3,34 U/L dan (K-) 11,516+/-1.62. Kadar SGOT pada (K+) adalah 132,174+/-2,63 U/L, sedangkan pada P1, P2, dan P3 masing-masing adalah 1174,674+/-2,63 U/L, 105,232+/-2,34 U/L, 79,717+/-3,56 U/L dan (K-) 8,339+/-1,25. Oleh karena itu dapat disimpulkan bahwa ekstrak etanol daun sirsak (Annona muricata L.) berpengaruh terhadap kadar enzime transminase (SGPT dan SGOT) pada mencit (Mus muscullus)yang diinduksi dengan 7,12-dimetilbenz(alfa) antvrasen (DMBA) secara in vivo. Sedangkan dosis yang efektif untuk menurunkan kadar enzim transaminase SGPT dan SGOT adalah P3 yaitu 200 mg/kg bb