The Role of Emotion in Propelling the SMET Process

情感在推动 SMET 过程中的作用

• 批准号: 0087768
• 负责人: Rosalind Picard
• 金额: $ 58.86万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-11-15 至 2004-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087768&HistoricalAwards=false
• 关键词: Role; Emotion; Propelling; SMET; Process

Exploring the Role of Emotion in Propelling the SMET Learning ProcessThe proposed research aims to build a computerized Learning Companion that will be sensitive to the affective aspects of learning and that will work with the child to facilitate the child's own efforts at learning. Learning complex ideas in science, math, engineering, and technology and developing the cognitive reasoning skills these areas demand often involves failure and a host of associated affective responses. When learning proceeds via human-human interaction, it is often improved by communication of affective cues (such as frustration, confusion, or interest), and by adaptation of the learning experience to such cues (adjusting pace of presentation, interjecting motivation, offering an additional view, etc.). When learning involves human-machine interaction, the human communication about when, where, how, and how important it is to adapt also often involves emotional information; however, today's computers largely ignore this information. Affective computing has the potential to expand human-computer interaction by extending computing to include emotional communication together with appropriate means of handling affective information. The proposed research aims to bring new tools of affective computing into the reach of educators, to begin to change computer-based learning from a style that ignores emotions to a style that can begin to respond appropriately to student emotions. The initial focus is on building a system that (1) helps students increase their awareness and mastery of the important role that emotions can play in learning and (2) facilitates the child's learning, by occasionally prompting with questions or feedback, and by watching and responding to the affective state of the child-watching for signs of frustration and boredom that may precede quitting, for signs of curiosity or interest that tend to indicate active exploration, and for signs of enjoyment and mastery, which might indicate a successful learning experience. Tools developed for the Learning Companion should also be useful for intelligent tutoring systems, and should help give insight into new theories of motivation and emotion in teaching; however, the Learning Companion is not a teacher or tutor that knows the answers, but a player on the side of the student. The companion will be sensitive to the learning trajectory of each student, helping him or her learn, and in so doing, learn how to learn better. At the same time, the Learning Companion will serve as an interactive system for helping researchers identify and better understand ways in which emotion is expressed, communicated, and handled in successful science, math, engineering, and technology learning experiences.

探索情感在推动 SMET 学习过程中的作用拟议的研究旨在建立一个计算机化的学习伴侣，该伴侣将对学习的情感方面敏感，并与孩子一起促进孩子自己的学习努力。学习科学、数学、工程和技术领域的复杂思想，并培养这些领域所需的认知推理技能，通常会涉及失败和一系列相关的情感反应。 当学习通过人与人的互动进行时，通常可以通过情感线索（例如沮丧、困惑或兴趣）的交流以及根据这些线索调整学习体验（调整演示速度、插入动机、提供额外的观点等）来改善学习。 当学习涉及人机交互时，人类关于适应的时间、地点、方式和重要性的交流也常常涉及情感信息；然而，今天的计算机很大程度上忽略了这些信息。 情感计算有潜力通过将计算扩展到包括情感交流以及处理情感信息的适当方法来扩展人机交互。 拟议的研究旨在将情感计算的新工具带入教育工作者的手中，开始将基于计算机的学习从忽视情感的风格转变为可以开始对学生情感做出适当反应的风格。 最初的重点是建立一个系统，该系统（1）帮助学生提高对情绪在学习中发挥的重要作用的认识和掌握，（2）通过偶尔提出问题或反馈来促进孩子的学习，通过观察和回应孩子的情感状态——观察可能在放弃之前的沮丧和无聊的迹象，倾向于表明积极探索的好奇或兴趣的迹象，以及享受和享受的迹象。 掌握，这可能表明成功的学习经历。为学习伴侣开发的工具也应该对智能辅导系统有用，并且应该有助于深入了解教学中动机和情感的新理论；然而，学习伙伴并不是知道答案的老师或导师，而是站在学生一边的玩家。 同伴会敏感地了解每个学生的学习轨迹，帮助他或她学习，并在此过程中学会如何更好地学习。 同时，学习伴侣将作为一个互动系统，帮助研究人员识别和更好地理解在成功的科学、数学、工程和技术学习体验中表达、交流和处理情感的方式。