Designing Educational Games and Advanced Learning Technologies:
An Identification of Emotions for Modeling Pedagogical and Adaptive Emotional Agents
Abstract: Emotional, cognitive, and motivational processes are dynamic and influence each other during learning. The goal of this dissertation is to gain a better understanding of emotion interaction in order to design Advanced Learning Technologies (ALTs) and Intelligent Tutoring Systems (ITSs) that adapt to emotional needs. In order for ITSs to recognize and respond to affective states, the system needs to have knowledge of learners’ behaviors and states. Based on emotion frameworks in affective computing and education, this study responds to this need by providing an in-depth analysis of students’ affective states during learning with an educational mathematics game for grade 5-7 (Heroes of Math Island) specifically designed for this research study and based on principles of instructional and game design.
The mixed methodology research design had two components: (1) a quasi-experimental study and (2) affect analysis. The quasi-experimental study included pretest, intervention (gameplay), and posttest, followed by a post-questionnaire and interview. Affect analysis involved the process of identifying what emotions should be observed, and video annotations by trained judges.
The study contributes to related research by: (1) reviewing sets of emotions important for learning derived from literature and pilot studies; (2) analyzing inter-judge agreement both aggregated and over individual students to gain a better understanding of how individual differences in expression affect emotion recognition; (3) examining in detail what and how many emotions actually occur or are expressed in the standard 20-second interval; (4) designing a standard method including a protocol and an instrument for trained judges; and (5) offering an in-depth exploration of the students’ subjective reactions with respect to gameplay and the mathematics content. This study analyzes and proposes an original set of emotions derived from literature and observations during gameplay. The most relevant emotions identified were boredom, confidence, confusion/hesitancy, delight/pleasure, disappointment / displeasure, engaged concentration, and frustration. Further research on this set is recommended for design of ALTs or ITSs that motivate students and respond to their cognitive and emotional needs. The methodological protocol developed to label and analyze emotions should be evaluated and tested in future studies.
When: March 17, 2014 @ 9:00 am
Where: Faculty of Graduate and Postdoctoral Studies, UBC
Posted in Culture, Gaming, HWL, HWL Team, informatics, Knowledge Generation, Learning Analytics, Media, Media Studies, New Media, Technology, Technology Studies
Tagged Culture, HWL, HWL Team, informatics, Media Studies, Technology Studies
Yifei Wang & Stephen Petrina
Abstract—the goal of this article is to explore how learning analytics can be used to predict and advise the design of an intelligent language tutor, chatbot Lucy. With its focus on using student-produced data to understand the design of Lucy to assist English language learning, this research can be a valuable component for language-learning designers to improve second language acquisition. In this article, we present students’ learning journey and data trails, the chatting log architecture and resultant applications to the design of language learning systems.
Posted in Gaming, HWL, HWL Team, informatics, Knowledge Generation, Learning Analytics, Media Studies, New Media
Tagged Bots, HWL, HWL Team, informatics, Media Studies
The University of British Columbia is hosting the 3rd International STEM (Science, Technology, Engineering and Mathematics) Education Conference on its Vancouver campus in July 2014. The Call for Papers is posted below and the submission deadline is December 9, 2013.
We hope those of you engaged in STEM Education will submit a proposal to present: detailed information on the submission process is on the STEM 2014 website. Your assistance in sharing the Call for Papers with colleagues and networks would be greatly appreciated.
CALL FOR PAPERS
STEM 2014 Conference | July 12-15
The University of British Columbia | Vancouver, Canada
STEM Education and Our Planet:
Making Connections Across Contexts
The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.
The conference will create opportunities for sharing:
- information and knowledge through keynote addresses from world leaders in STEM education, papers, poster presentations, panels, workshops, symposia, and innovative showcases;
- effective STEM pedagogical practices and strategies in and across a variety of education settings;
- the most contemporary STEM research initiatives and their outcomes;
- professional development approaches for STEM educators in a range of educational contexts;
- experiences and networking between participants from across the globe.
Join us in the summer of 2014 at the University of British Columbia (UBC) in Vancouver. Submit your proposal to present at the STEM 2014 Conference at stem2014.ubc.ca. Call for Papers closes December 9, 2013.
We invite proposals from educators, academics, education officers, industry partners, graduate and undergraduate students for papers, poster presentations, panels, workshops, symposia, and innovative showcases. Proposals will be peer reviewed, and are invited in any area related to the overall focus of the conference, including:
- Innovation in STEM Research
- Innovative Resources for STEM Education
- Transformation in Educational Practices through STEM
- Sustainability Education and STEM
- Interdisciplinary Approaches to Popular Science Education
- Life-long learning in STEM
- STEM learning in and across formal and informal contexts
- Curriculum Theory and Development in STEM
- Educational Philosophy and Theory about STEM
- Educational Policy, Leadership and Management for STEM
- Rural Education and STEM
- Special Education and STEM
- Educational Technology in STEM
- Teacher Education and Professional Development in STEM
- Design and Technology Education
- Science Fiction and STEM Education
- Disasters and STEM Education
- Other related STEM topics will also be considered
Presenters whose papers are accepted for the Conference will be invited to submit their full papers to be published in the peer-reviewed online STEM 2014 Conference Proceedings. Author guidelines are available on the conference website.
Congratulations Yifei Wang, who successfully defended her PhD dissertation, “Designing Immersive Language Learning Environments in Virtual Worlds.” Yifei’s defence on 11 December was textbook perfect, in both presentation and response to questions from the Examination Committee and External Examiner. Minor revisions were completed and submitted, and Yifei is now Dr. Wang! The dissertation research involves a sophisticated design and analysis of an immersive learning environment.
Designing Immersive Language Learning Environments in Virtual Worlds
During the past decade, there has been increasing attention to second/foreign language teaching and learning in virtual worlds. The purpose of this study was to explore affordances of a 3D virtual world platform designed as an immersive language teaching and learning environment.
Focusing on designing virtual worlds as a catalyst for change, three design phases (development of artifact, low fidelity prototyping, and high fidelity prototyping) were detailed and documented in this study. Nineteen students from a pre-service teacher cohort, two technicians and eight language learners from high schools in Vancouver as well as eighty language learners from universities in China were involved in this study; participants were asked to immerse themselves in the virtual language learning environment designed for the study. Participants’ interactions in the virtual world were videotaped and avatar interactions were recorded.
Group discussions, observations, suvey questionnaires and the video-stimulated post interaction interviews provided complementary data for understanding affordances of virtual worlds in designing immersive second/foreign language learning curriculum. Analysis of the feasibility study, low fidelity design, and high fidelity design suggested a more robust design for immerisve virtual language learning environments. Three design cycles revealed primary design factors of immersive second/foreign language learning in virtual worlds (embodied avatar, co-presence, and simulation) and their relative significance in the process of learners’ meaning-making and knowledge construction.
Findings showed that embodiment through an embodied avatar, community of practice through co-presence, and situated learning through simulation had a greater impact on the immersive virtual learning design. Building on a theoretical framework of embodied mind, situated learning and distributed cognition, this study documented features of learning theories key to language learning curriculum design in virtual worlds.
The findings and techniques resulting from this study will help designers and researchers improve second/foreign language curriculum design in virtual worlds. It also prompts designers and researchers to achieve a better understanding of how virtual worlds can be redesigned by rethinking learning theories. The refinement of design-based research stages into low and high fidelity prototyping provides researchers with empirically tested and nuanced understandings of the design process.