Supporting affective communication in the classroom with the Subtle Stone
Supporting affective communication in the classroom with the Subtle Stone
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用微妙的石头支持课堂上的情感交流
DOI：
10.1504/ijlt.2009.028806
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
E. Harris
中科院分区：
文献类型：
--
作者：
Madeline Alsmeyer;R. Luckin;J. Good;E. Harris
本文强调了内在的困难来衡量学生的情感状态。我们认为，有必要进一步支持学生的情感体验的设置，如课堂。我们的第一项研究的结果说明了理解课堂环境中学生的情感体验的固有困难。例如，我们发现情绪的物理表达和学生报告的情绪之间的相关性很低。第一项研究的结果被用来定义一套设计要求的微妙的石头，一个设备，教师和学生之间的情感沟通的桥梁。第二项研究观察了八名高中生在整个学习过程中使用一套微妙的石头。这里提出的定性分析集中在微妙的石头作为一个灵活的新工具，捕捉自我报告的情感体验在整个学习经验的真实的时间。分析表明，微妙的石头产生了学生和教师之间的私人交流的感觉，以及建议微妙的石头可能会提高学生对自己的情感体验的认识。
This paper highlights the difficulties intrinsic to gauging a student's affective state. We argue that there is a need to further support the emotional experiences of students within settings such as the classroom. Findings from our first study illustrate the inherent difficulties of understanding the emotional experiences of students within the classroom context. For example, we identify low correlations between physical expressions of emotion and the emotions reported by the students. Findings from the first study were used to define a set of design requirements for the Subtle Stone, a device which bridges the emotional communication gap between teachers and their students. A second study saw eight high school students use a set of Subtle Stones throughout their learning. The qualitative analysis presented here focuses on the Subtle Stone as a flexible new tool for capturing self-reports of emotional experience in real time throughout learning experiences. The analysis indicates that the Subtle Stone engenders a sense of private communication between student and teacher, as well as suggesting that the Subtle Stone may raise a student's awareness about her own emotional experiences.