物理学习空间中学习者情绪感知研究综述
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摘要
在"人—技"协同进化的教育发展态势下,学习者的学习方式和交互环境正面临深刻变革,物理学习空间内的学习支持服务亟待重塑。近年来,研究者们致力于采用传感器获取学习者的生理行为数据,结合学习分析技术推测其情绪状态,并以适当的干预机制来提高积极情绪唤醒度,进而助力于个体学业成功。当前,在物理学习空间中,针对学习者情绪感知的主要手段有人工观察法、自我报告法、基于生理信号、语音信号、面部表情信号以及眼动信号的感知方法;应用研究案例包含智能导师系统、虚拟学习同伴、情绪互动支持、自我调节能力评估、学情分析监控等主题。对物理学习空间中学习者情绪感知的研究,可为未来学习空间的重塑带来新的研究视角和参照。
Under the educational development of "human-technology" co-evolution, learners' learning styles and interactive environments are facing profound transformations; Thus, the learning support services in physical spaces need to be reshaped urgently. In recent years, researchers have focused on using sensor technology to collect learners ' physiological and behavioral data, combining learning analytics to infer their emotional states, and adopting appropriate intervention mechanisms to improve the positive emotional arousal and academic success. Currently, the main methods of learners' emotion perception(artificial observational and self-report methods, perception methods based on physiological signals, speech signals, facial expression signals and eye movement signals)and five typical cases(intelligent tutoring system, virtual learning companion, emotional interaction support, self-regulated capability assessment and learning situation analysis monitoring) are pointed out to provide a novel research insight for the future reconstruction of the physical learning spaces.
Under the educational development of "human-technology" co-evolution, learners' learning styles and interactive environments are facing profound transformations; Thus, the learning support services in physical spaces need to be reshaped urgently. In recent years, researchers have focused on using sensor technology to collect learners ' physiological and behavioral data, combining learning analytics to infer their emotional states, and adopting appropriate intervention mechanisms to improve the positive emotional arousal and academic success. Currently, the main methods of learners' emotion perception(artificial observational and self-report methods, perception methods based on physiological signals, speech signals, facial expression signals and eye movement signals)and five typical cases(intelligent tutoring system, virtual learning companion, emotional interaction support, self-regulated capability assessment and learning situation analysis monitoring) are pointed out to provide a novel research insight for the future reconstruction of the physical learning spaces.
引文
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(1)Subtle Stone为学生在学习互动过程中以自我报告的形式,实时向老师提供情感体验的工具。
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[20]许亚锋,高红英.面向人工智能时代的学习空间变革研究[J].远程教育杂志,2018(1):48-60.
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[30]Petrovica S.Adaptation of Tutoring to Students’Emotions in Emotionally Intelligent Tutoring Systems[C]//e-Learning and e-Technologies in Education(ICEEE),2013 Second International Conference on.IEEE,2013:131-136.
[31]陶雷,罗朝雄.基于ARM处理器的智慧教室电器开关控制系统硬件设计[J].信息与电脑,2016(19):128-129.
[32]Temkar R,Gupte M,and Kalgaonkar S.Internet of Things for Smart Classrooms[J].International Research Journal of Engineering and Technology,2016:203-206.
[33]程萌萌,林茂松,王中飞.应用表情识别与视线跟踪的智能教学系统研究[J].中国远程教育,2013(3):59-64.
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(1)Subtle Stone为学生在学习互动过程中以自我报告的形式,实时向老师提供情感体验的工具。