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What cognitive and affective states should technology monitor to support learning?

Olugbade, Temitayo; Cuturi, Luigi; Cappagli, Giulia; Volta, Erica; Alborno, Paolo; Newbold, Joseph; Bianchi-Berthouze, Nadia; Baud-Bovy, Gabriel; Volpe, Gualtiero; Gori, Monica


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{
  "DOI": "10.1145/3139513.3139522", 
  "author": [
    {
      "family": "Olugbade, Temitayo"
    }, 
    {
      "family": "Cuturi, Luigi"
    }, 
    {
      "family": "Cappagli, Giulia"
    }, 
    {
      "family": "Volta, Erica"
    }, 
    {
      "family": "Alborno, Paolo"
    }, 
    {
      "family": "Newbold, Joseph"
    }, 
    {
      "family": "Bianchi-Berthouze, Nadia"
    }, 
    {
      "family": "Baud-Bovy, Gabriel"
    }, 
    {
      "family": "Volpe, Gualtiero"
    }, 
    {
      "family": "Gori, Monica"
    }
  ], 
  "issued": {
    "date-parts": [
      [
        2017, 
        11, 
        13
      ]
    ]
  }, 
  "abstract": "<p>This paper discusses self-efficacy, curiosity, and reflectivity as cognitive and affective states that are critical to learning but are overlooked in the context of affect-aware technology for learning. This discussion sits within the opportunities offered by the weDRAW project aiming at an embodied approach to the design of technology to support exploration and learning of mathematical concepts. We first review existing literature to clarify how the three states facilitate learning and how, if not supported, they may instead hinder learning. We then review the literature to understand how bodily expressions communicate these states and how technology could be used to monitor them. We conclude by presenting initial movement cues currently explored in the context of weDRAW.</p>", 
  "title": "What cognitive and affective states should technology monitor to support learning?", 
  "type": "article", 
  "id": "1156895"
}
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