Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment
Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment
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DOI：
10.1007/s10639-018-09852-5
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发表时间：
2019-03-01
影响因子：
5.5
通讯作者：
El Kafi, Jamal
中科院分区：
文献类型：
--
作者：
Ouherrou, Nihal;Elhammoumi, Oussama;El Kafi, Jamal
学习障碍儿童在课堂上表现出一些情绪困难和行为问题。情绪是学习过程的重要组成部分。最近的证据表明，在特殊教育中使用信息和通信技术（ICT）可以消除目标儿童的学习障碍。此外，它还为各种情感体验提供了一个学习环境。在本研究中，我们探讨了使用ICT的好处，以确定在虚拟学习环境（VLE）中学习过程中涉及情绪的方式。我们对42名儿童进行了一项用户研究，他们被分为两组；实验组（n=14）和年龄匹配对照组（n=28）比较他们在VLE中的情绪体验。我们利用人工智能（AI）的先进技术，通过分析儿童在玩教育游戏时的七种基本面部表情（愤怒、厌恶、恐惧、快乐、悲伤、惊讶和中性），通过面部表情来检测儿童的情绪。初步结果表明，情绪存在于低水平学习中，它们似乎表明，有低水平学习的儿童与没有低水平学习的同龄人经历同样的情绪。此外，他们还表明，与有关课堂上存在较高水平负面情绪的文献证据相比，有消极情绪障碍的儿童经历的负面情绪较少。
Children with Learning Disabilities (LDs) show some emotional difficulties and behavioral problems in classroom compared with their peers without LDs. Emotions constitute an important part of the learning process. Recent evidence suggests that the use of Information and Communication Technology (ICT) in special education permits to remove barriers in learning for the target children. Besides, it offers a learning environment for a diversity of emotional experiences. In this present study, we explored the benefits of ICT use to identify the ways in which emotions are involved during the learning process in Virtual Learning Environments (VLE). We conducted a user study with 42 children divided into two groups; experimental group (n=14) and age matched control group (n=28) to compare their emotional experiences in VLE. We used advances in Artificial Intelligence (AI) to detect children's emotions through their facial expressions by analyzing seven basic facial emotion expressions (angry, disgust, fear, happy, sad, surprise and neutral) while playing an educational game. The initial results indicate that emotions are present in VLE and they appear to suggest that children with LDs experience the same emotions as their peers without LDs in VLE. Besides, they show that children with LDs experience less negative emotions compared to literature evidence about the presence of a higher level of negative emotions in classroom.