Olugbade, Temitayo
Cuturi, Luigi
Cappagli, Giulia
Volta, Erica
Alborno, Paolo
Newbold, Joseph
Bianchi-Berthouze, Nadia
Baud-Bovy, Gabriel
Volpe, Gualtiero
Gori, Monica
2017-11-13
<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>
https://doi.org/10.1145/3139513.3139522
oai:zenodo.org:1156895
Zenodo
https://zenodo.org/communities/h2020_wedraw
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
MIE 2017, 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education, Glasgow, UK, 13-13 November 2017
learning
cognition
affect
self-efficacy
curiosity
reflectivity
What cognitive and affective states should technology monitor to support learning?
info:eu-repo/semantics/other