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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: Volpe, G and Gori, M and Bianchi-Berthouze, N and Baud-Bovy, G and Alborno, P and Volta, E, (eds.) MIE 2017: Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education. (pp. pp. 22-25). Association for Computing Machinery (ACM): New York, NY, USA. Green open access

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Abstract

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.

Type: Proceedings paper
Title: What Cognitive and Affective States Should Technology Monitor to Support Learning?
Event: 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education (MIE 2017)
ISBN-13: 9781450355575
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3139513.3139522
Publisher version: https://doi.org/10.1145/3139513.3139522
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Learning, cognition, affect, self-efficacy, curiosity, reflectivity
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > UCL Interaction Centre
URI: https://discovery.ucl.ac.uk/id/eprint/1573508
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