The first steps for adapting an artificial intelligence emotion expression recognition software for emotional management in the educational context
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Título: | The first steps for adapting an artificial intelligence emotion expression recognition software for emotional management in the educational context |
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Autor/es: | Fernández-Herrero, Jorge | Gomez-Donoso, Francisco | Roig-Vila, Rosabel |
Grupo/s de investigación o GITE: | Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN) | Robótica y Visión Tridimensional (RoViT) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas | Universidad de Alicante. Departamento de Ciencia de la Computación e Inteligencia Artificial |
Palabras clave: | Architecture for educational technology system | Human–computer interface | Improving classroom teaching | Teaching/learning strategies |
Fecha de publicación: | 25-abr-2023 |
Editor: | John Wiley & Sons |
Cita bibliográfica: | British Journal of Educational Technology. 2023, 54(6): 1939-1963. https://doi.org/10.1111/bjet.13326 |
Resumen: | To test the suitability of an automatic system for emotional management in the classroom following the control-value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close-ups of their faces and completing the AEQ emotional self-report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ-36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self-reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed. |
Patrocinador/es: | This work has been supported by a grant from the Redes de Investigación Docente Universitaria Program of the Instituto de Ciencias de la Educación de la Universidad de Alicante (call 2021-22). Ref: 5484. This work has been partially funded by the grant CIPROM/2021/17 funded by the Prometeo programme from Conselleria d'Innovació, Universitats, Ciència i Societat Digital of Generalitat Valenciana (Spain). |
URI: | http://hdl.handle.net/10045/133860 |
ISSN: | 0007-1013 (Print) | 1467-8535 (Online) |
DOI: | 10.1111/bjet.13326 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2023 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1111/bjet.13326 |
Aparece en las colecciones: | INV - GIDU-EDUTIC/IN - Artículos de Revistas INV - RoViT - Artículos de Revistas |
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Archivo | Descripción | Tamaño | Formato | |
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Fernandez-Herrero_etal_2023_BrJEducTechnol.pdf | 7 MB | Adobe PDF | Abrir Vista previa | |
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