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The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project

The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project

Fabrizia Mantovani, Linda Confalonieri, Marcello Mortillaro, Olivia Realdon, Valentino Zurloni, Luigi Anolli
Copyright: © 2010 |Pages: 15
ISBN13: 9781605669403|ISBN10: 1605669407|ISBN13 Softcover: 9781616922283|EISBN13: 9781605669410
DOI: 10.4018/978-1-60566-940-3.ch014
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MLA

Mantovani, Fabrizia, et al. "The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project." Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience, edited by Aimilia Tzanavari and Nicolas Tsapatsoulis, IGI Global, 2010, pp. 260-274. https://doi.org/10.4018/978-1-60566-940-3.ch014

APA

Mantovani, F., Confalonieri, L., Mortillaro, M., Realdon, O., Zurloni, V., & Anolli, L. (2010). The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project. In A. Tzanavari & N. Tsapatsoulis (Eds.), Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience (pp. 260-274). IGI Global. https://doi.org/10.4018/978-1-60566-940-3.ch014

Chicago

Mantovani, Fabrizia, et al. "The Potential of Affective Computing in E-Learning: The Journey from Theory to Practice in the “Myself” Project." In Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience, edited by Aimilia Tzanavari and Nicolas Tsapatsoulis, 260-274. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-940-3.ch014

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Abstract

The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design . Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning “Myself”: the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems.

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