10.1145/3139513.3139522
https://zenodo.org/records/1156895
oai:zenodo.org:1156895
Olugbade, Temitayo
Temitayo
Olugbade
University College London, UK
Cuturi, Luigi
Luigi
Cuturi
IIT Genoa, Italy
Cappagli, Giulia
Giulia
Cappagli
IIT Genoa, Italy
Volta, Erica
Erica
Volta
University of Genoa, Italy
Alborno, Paolo
Paolo
Alborno
University of Genoa, Italy
Newbold, Joseph
Joseph
Newbold
University College London, UK
Bianchi-Berthouze, Nadia
Nadia
Bianchi-Berthouze
University College London, UK
Baud-Bovy, Gabriel
Gabriel
Baud-Bovy
IIT Genoa, Italy
Volpe, Gualtiero
Gualtiero
Volpe
University of Genoa, Italy
Gori, Monica
Monica
Gori
IIT Genoa, Italy
What cognitive and affective states should technology monitor to support learning?
Zenodo
2017
learning
cognition
affect
self-efficacy
curiosity
reflectivity
2017-11-13
Other
https://zenodo.org/communities/h2020_wedraw
https://zenodo.org/communities/eu
Creative Commons Attribution 4.0 International
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.
European Commission
10.13039/501100000780
732391
Exploiting the best sensory modality for learning arithmetic and geometrical concepts based on multisensory interactive Information and Communication Technologies and serious games