Affective E-learning Research Articles

Sociolinguistic Competence and Training Needs of Future Primary Education Teachers

Sociolinguistic competence deals with the social dimension of language use, of vital importance for teaching. This work delves into sociolinguistic competence level of 380 students from the universities of Jaen, Granada and Oviedo (Spain), identifying the post-test impact of the online “Affective e-learning+” program. Data analysis was performed through a pre-post-test quasi-experimental study with a non-equivalent control group. A descriptive study was conducted, followed by inferential examination. Data were analyzed with the program SPSS v23. The results provided evidence of different levels of initial performance, showing in some cases significant deficiencies. The online program produced significant differences, with a “high” impact with regards to improvement in “registry use and adaptation to the context,” “talking slowly and vocalizing” and improvement in “use of non-verbal language.” It is concluded that there is the need to pay attention to the communicative competence of future teachers, noting the benefits of the program “Affective e-learning+”, designed to improve this competence.

A machine learning enabled affective E-learning system model

The purpose of this study is to propose an e-learning system model for learning content personalisation based on students’ emotions. The proposed system collects learners’ brainwaves using a portable Electroencephalogram and processes them via a supervised machine learning algorithm, named K-nearest neighbours (KNN), to recognise real-time emotional status. Besides, it uses a reinforcement learning approach to analyse the learners’ emotional states and automatically recommend the best-fitted content that keeps the students in a positive mood. The performance of the proposed system is evaluated in two forms: 1) the system performance and 2) student engagement, satisfaction, and learning. A convenience sampling method is used to select 30 students from the pollution of 281 PartII-undergraduate students who study computer science during the 2020-21 academic year at the University of Nottingham Ningbo China. The selected students are divided into homogenous control and experimental groups for learning English listening and reading skills. According to the machine learning results, the trained KNN recognises the emotional states with an accuracy of 74.3%, the precision of 70.8%, and recall of 69.3%. In addition, the results of the t-Test demonstrate that the proposed e-learning system model has no significant impact on learners’ learning and engagement but enhances the student’s satisfaction compared to traditional e-learning systems (p < 0.05).

Efectividad de la intervención formativa sobre la competencia comunicativa en futuros maestros

La sociedad nos invita a mejorar constantemente nuestra forma de interaccionar con ella y la mejora en los procesos de comunicación, factor esencial en el desarrollo de la profesión del docente, ello nos obliga a reflexionar sobre los componentes de la competencia comunicativa y el dominio de la misma. El presente trabajo forma parte de una amplia investigación que analiza la formación sobre nuevas tecnologías que posee el alumnado del Grado de Maestro de Educación Primaria en tres universidades españolas (Granada, Jaén y Oviedo). El estudio se centra en una muestra de 380 estudiantes del Grado de Maestro en Educación Primaria (en las universidades citadas). Se realiza un estudio descriptivo y cuasi-experimental, pretest-postest con grupo control no equivalente. Se evidencian deficiencias iniciales en los grupos control y experimental en situación pretest en la formación del estudiante en los niveles previos a los estudios universitarios con respecto a la competencia comunicativa, que mejoran con la aplicación del programa “Affective e-Learning+” al grupo experimental. Los estudiantes del grupo experimental manifiestan que el programa ha mejorado su interacción con los estudiantes de la otra universidad; que han compartido experiencias y el programa en línea les ha facilitado el aprendizaje de temas importantes para su formación, pudiendo utilizar tiempos y espacios que no han interrumpido su ritmo de estudio, tras la aplicación del programa en línea “Affective e-learning+” en los diferentes criterios de las subcompetencias Sociolingüística, Morfosintáctica, Pragmática y Ortográfica y registro lingüístico, que integran la competencia comunicativa The society encourages a constant improvement in how we interact with it as well as in the improvement of communication processes, a key factor in the development of the teaching profession. As a result, we have to think about the components of communicative competence and its knowledge. This research is part of an extensive research project that analyzes the training on new technologies that the Primary Education Teacher Degree students have at three Spanish universities (Granada, Jaén and Oviedo). The study focuses on a sample of 380 students of the Primary Education Teacher Degree (in the universities involved in the study). A descriptive and quasi-experimental, pretest-postest study is carried out with a non-equivalent control group. Initial deficiencies are evident in the control and experimental groups in pre-test situation in the student's pre-university training levels with respect to communicative competence, which improve through the application of the “Affective e-Learning+" programme in the experimental group. The students of the experimental group state that the program has improved their interaction with other university students; they have shared experiences and the online program has facilitated the learning of important subjects for their training, using times and spaces that have not interrupted their learning process. After the application of the online program "Affective e-learning+" in different criteria of Sociolinguistics, Morphosyntactics, Pragmatics and Orthographic sub-competences and Linguistic Registry, which integrate the communicative competence.

Eficacia de un programa de formación en competencias digitales aplicado a estudiantes del grado de magisterio en educación primaria basado en el modelo Affective elearning+

Introducción. El presente estudio analiza las diferencias estadísticamente significativas existentes en el grado de dominio de la competencia digital, contemplada desde 4 dimensiones y criterios de desempeño (navegación y resolución de problemas; disposiciones legales, derechos de autor y licencias; desarrollo y creación de contenido e interacción y gestión de la identidad digital), existente entre los estudiantes del grupo que participó en un programa de formación online basado en el modelo Affective eLearning+, y aquellos que actuaron de control. El plan formativo evaluado se llevó a cabo durante el desarrollo del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria, que finalizaron algo más de un centenar de estudiantes del Grado de Magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en el Centro Universitario SAFA (adscrito a la Universidad de Jaén). Método. Se aplicó un cuestionario de creación propia pretest-postest tanto al grupo experimental como control y se analizaron los resultados con las pruebas estadísticas de Kolmogorov-Smirnov, Levene y t de Student. Resultados. Las diferencias significativas obtenidas tras aplicar el programa entre los grupos experimental y control presentan un balance claramente favorable en 9 de los 13 desempeños competenciales trabajados es decir del 70% de las competencias evaluadas. Discusión. Ello subraya que el modelo Affective eLearnig+ es eficaz para desarrollar competencias profesionales digitales en un clima de bienestar y satisfacción en las personas a las que se aplica. Introduction. This study analyzes the statistically significant differences in the degree of mastery of digital competence, contemplated from 4 dimensions and performance criteria (navigation and resolution of problems, legal provisions, copyrights and licenses, development and creation of content and interaction and management of digital identity), existing among students of the group that participated in an online training program based on the Affective eLearning+ model, and those who acted as control. The training plan evaluated was carried out during the development of the R + D + i project called Evaluation and development of two generic competences in first year students of the grade of teacher in primary education, which ended something more than a hundred of students of the Degree of Teaching of Primary Education of the Faculties of Education of the University of Oviedo, the University of Jaén and in the University Center SAFA (attached to the University of Jaén). Method. A pre-test-posttest self-created questionnaire was applied to both the experimental and control groups and the results were analyzed with the Kolmogorov-Smirnov, Levene and t-Student statistical tests. Results. The significant differences obtained after applying the program between the experimental and control groups present a clearly favorable balance in 9 of the 13 competences performed, that is, 70% of the evaluated competences. Discussion. This emphasizes that the Affective eLearning+ model is effective in developing digital professional skills in a climate of well-being and satisfaction of the people to whom it applies.

Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada. METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance. DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

Affective E-learning Platform Based on SVM

Affective E-learning Platform Based on SVM

Towards real-time speech emotion recognition for affective e-learning

The original article is available as an open access file on the Springer website in the following link: http://link.springer.com/article/10.1007/s10639-015-9388-2

Aprendizaje Electrónico Afectivo: un modelo Innovador para Desarrollar una Acción Tutorial Virtual de Naturaleza Inclusiva

This work proposes lines of mentoring action to be used in a virtual distance education context. An on-line formative experience with participation of students and teachers with hearing and non-hearing capacity in an affective e-Learning atmosphere is described. The outcomes have come from the triangulation applied to the information gathered by the participating teachers through interviews and autobiographic narrations. Emphasis is put on an affective mentoring managing time and space in a flexible form. The methodology is aimed to the creation of positive emotions, to the development of a comprehensive and humanizing evaluation and to the materialization of strategies that encourage well-being and empathy among the group.

Attributes of Affective E-learning Behavior: Emerging Issues Beyond Teaching and Learning

Attributes of Affective E-learning Behavior: Emerging Issues Beyond Teaching and Learning

Automatic generation of emotions in tutoring agents for affective e-learning in medical education

Web-based education is particularly appropriate for remote teaching and learning at any time and place, away from classrooms and does not necessarily require the presence of a human instructor. The need for time and place independence is even greater in some cases, such as for medical instructors who are usually doctors that have to treat patients on top of their tutoring duties. However, this independence from real teachers and classrooms may influence negatively the students who may feel deprived of the benefits of human–human interaction. In this paper we describe a novel approach for incorporating affective characteristics into e-learning through an authoring tool. The authoring tool incorporates and adapts principles of a cognitive theory for modeling possible emotional states that a tutoring agent may use for educational purposes. Medical instructors may use this authoring tool to create their own educational characters that will interact affectively with their students in the e-learning environment.

Affective e-Learning in residential and pervasive computing environments

This article examines how emerging pervasive computing and affective computing technologies might enhance the adoption of ICT in e-Learning which takes place in the home and wider city environment. In support of this vision we describe two cutting edge ICT environments which combine to form a holistic connected future learning environment. The first is the iSpace, a specialized digital-home test-bed that represents the kind of high-tech, context aware home-based learning environment we envisage future learners using, the second a sophisticated pervasive e-Learning platform that typifies the educational delivery platform our research is targeting. After describing these environments we then present our research that explores how emotion evolves during the learning process and how to leverage emotion feedback to provide adaptive e-Learning system. The motivation driving this work is our desire to improve the performance of the educational experience by developing learning systems that recognize and respond appropriately to emotions exhibited by learners. Finally we report on the results about the emotion recognition from physiological signals which achieved a best-case accuracy rate of 86.5% for four types of learning emotion. To the best of our knowledge, this is the first report on emotion detection by data collected from close-to-real-world learning sessions. We also report some finding about emotion evolution during learning, which are still not enough to validate Kort's learning spiral model.