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What Cognitive and Affective States Should Technology Monitor to Support Learning?

Olugbade, TA; Cuturi, L; Cappagli, G; Volta, E; Alborno, P; Newbold, J; Bianchi-Berthouze, N; ... Gori, M; + view all (2017) What Cognitive and Affective States Should Technology Monitor to Support Learning? In: ACM (In press).

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Abstract

This paper discusses self-efficacy, curiosity, and reflectivity as cognitive and affective states that are critical to learning but that 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 the exploration and learning of mathematical concepts. Indeed, as body movement (and possibly touch as an extension of it) comes to be a central modality for exploring and learning these concepts, it becomes a medium for understanding the affective and cognitive states that colour the learning process as it takes place. We first review existing literature to clarify why and how self-efficacy, curiosity, and reflectivity facilitate learning and how, if not supported, they may instead hinder learning. We then review the literature to understand how body expressions communicates these states and how technology could be used to monitor them. We concluded by presenting initial body movement cues currently explored in the context of the weDRAW project. These represent initial explorations on the use of these cues to enable automatic detection of the states in the context of weDRAW.

Type: Proceedings paper
Title: What Cognitive and Affective States Should Technology Monitor to Support Learning?
DOI: 10.1145/3139513.3139522
Language: English
Keywords: Learning, cognition, affect, self-efficacy, curiosity, reflectivity
UCL classification: UCL > School of Life and Medical Sciences
UCL > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of) > UCL Interaction Centre
URI: http://discovery.ucl.ac.uk/id/eprint/1573508
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