Sensing Affect to Empower Students: Learner Perspectives on Affect-Sensitive Technology in Large Educational Contexts
Sensing Affect to Empower Students: Learner Perspectives on Affect-Sensitive Technology in Large Educational Contexts
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DOI：
10.1145/3386527.3405917
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发表时间：
2020-08
期刊：
影响因子：
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通讯作者：
Qiaosi Wang;Shan Jing;David A. Joyner;Lauren Wilcox;Hong Li;T. Plötz;Betsy Disalvo
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文献类型：
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作者：
Qiaosi Wang;Shan Jing;David A. Joyner;Lauren Wilcox;Hong Li;T. Plötz;Betsy Disalvo
大规模的教育环境一直是情感检测和识别研究的常见领域。大多数研究强调提高情感测量的准确性，以提高教师管理大量学生的效率。然而，这些技术不是从学生的角度设计的，也不是为学生自己的使用而设计的。为了确定考虑学生能力和挑战的情感传感器的独特设计考虑因素，并探索情感传感器支持学生自主学习的潜力，我们对在线学生和参加大型面对面课程的在校学生进行了半结构化访谈和调查。根据这些研究，我们：（a）建议使用情感数据，以支持学生的自我调节的学习行为，通过“赋权缩放”的设计观点，（B）确定设计指南，以减轻学生对使用情感数据的规模的关注，（c）提供设计建议，为大型教育环境的情感传感器的物理设计。
Large-scale educational settings have been common domains for affect detection and recognition research. Most research emphasizes improvements in the accuracy of affect measurement to enhance instructors' efficiency in managing large numbers of students. However, these technologies are not designed from students' perspectives, nor designed for students' own usage. To identify the unique design considerations for affect sensors that consider student capacities and challenges, and explore the potential of affect sensors to support students' self-learning, we conducted semi-structured interviews and surveys with both online students and on-campus students enrolled in large in-person classes. Drawing on these studies we: (a) propose using affect data to support students' self-regulated learning behaviors through a "scaling for empowerment'' design perspective, (b) identify design guidelines to mitigate students' concerns regarding the use of affect data at scale, (c) provide design recommendations for the physical design of affect sensors for large educational settings.