Construction of Multi-mode Affective Learning System: Taking Affective Design as an Example

This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to...

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Published in:Educational Technology ＆ Society 2016-04, Vol.19 (2), p.132-147
Main Authors: Lin, Hao-Chiang Koong, Su, Sheng-Hsiung, Chao, Ching-Ju, Hsieh, Cheng-Yen, Tsai, Shang-Chin
Format: Article
Language:English
Subjects:
Affect (Psychology)
Affective Behavior
Affective computing
College Students
Computer Interfaces
Control groups
Courseware
Design engineering
Distance Education
Educational Games
Emotional expression
Facial expressions
Foreign Countries
Heuristics
Instructional design
Instructional Effectiveness
Intelligent Tutoring Systems
Interactive systems
Interviews
Learning
Measurement
Methods
Mixed Methods Research
Observation
Qualitative analysis
Questionnaires
Recognition (Psychology)
Reinforcement learning (Machine learning)
Satisfaction
Special Issue Articles
Training
Tutoring
Usability
User satisfaction
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container_issue 2
container_start_page 132
container_title Educational Technology ＆ Society
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creator Lin, Hao-Chiang Koong
Su, Sheng-Hsiung
Chao, Ching-Ju
Hsieh, Cheng-Yen
Tsai, Shang-Chin
description This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to assess the interface and usability of the system. Prototype assessment consisted of heuristic assessment and the system usability scale, while final assessment adopted the triangular cross-validation method: where the questionnaire for user interaction satisfaction, observation, and interviews were used to explore the effect of learning and obtain qualitative and quantitative information for analysis. According to the experimental results, the usability of the non-simultaneous distance instruction system with affective computing was high; the respondents showed high-level satisfaction regarding interaction with the affective learning system; the training game response mechanism of the system could effectively improve the emotion of learning; there was a significant improvement in the effect of learning based on the affective learning system.
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ispartof Educational Technology ＆ Society, 2016-04, Vol.19 (2), p.132-147
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subjects Affect (Psychology)
Affective Behavior
Affective computing
College Students
Computer Interfaces
Control groups
Courseware
Design engineering
Distance Education
Educational Games
Emotional expression
Facial expressions
Foreign Countries
Heuristics
Instructional design
Instructional Effectiveness
Intelligent Tutoring Systems
Interactive systems
Interviews
Learning
Measurement
Methods
Mixed Methods Research
Observation
Qualitative analysis
Questionnaires
Recognition (Psychology)
Reinforcement learning (Machine learning)
Satisfaction
Special Issue Articles
Training
Tutoring
Usability
User satisfaction
title Construction of Multi-mode Affective Learning System: Taking Affective Design as an Example
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