Learning Companion Project

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Learning Companion Project

• Emotions and Their External Manifestations in
  the Learning Process

by Selene Mota Leila Toplic
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Learning Companion

• - Goal facilitating students efforts at
  learning
• - Tasks Learning Companion watches and responds
  to students affective state - watching
  especially 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.

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Objective of our research

• To identify facial expressions and posture
  changes, which indicate that a person is on task
  or off task.

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Subjects

• 5 MIT graduate students, 4 men and one woman

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System
PIC
Serial Port 1
Computer 1
Galvactivator
Information Recorder
Serial Port 2
Participant
Pressure Sensor on Chair
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Procedure experiment

• 1) Introduction Each participant was given a
  brief introduction to the research and its rules
• 2) Test Participants were asked to play the game
  for 15 minutes. Data collected during the
  experiment video footage of the participants
  facial expressions, skin conductivity and posture
  changes.

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Procedure post-experiment

• 3) Post-experiment interview to gather the data
  on
• participants emotional experiences during
  the
• experiment.
• Sample questions asked
• - Did you like playing this game? Why?
• - Do you play computer games in general?
• - How did you learn to play this game?
• - Was the game interesting? Confusing? Boring?
• - Did the software provide enough support?

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Procedure post-experiment

• 4) Coding Participants were asked to watch the
  video of their experiment and label their facial
• expressions they had displayed during the
• experiments with the following four labels
• frustration, interest, confusion, and boredom.
• 5) Coding Two teachers were asked to watch the
  same video segments and label participants
  facial expressions.

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Data to be compared

• - post-experiment interviews
• - participants coding (facial expressions
  posture)
• - teachers coding (facial expressions posture)
• - SCR
• - posture

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Time Line

• Skin 15
  r.p.s aprox.
• Video Capture 30 fps
• Information Capture 1 fps
• Sensor Chair 4 fps

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Players Labeling
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Skin Conductivity
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Skin Conductivity
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Skin Conductivity
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Player 3
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610-650 sec
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Frustration
Confusion
Boredom
Interest
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Frustration
Confusion
Boredom
Interest
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Observations and Recommendations

• Conduct the next testing with children (age 11)
• Change labeling on the coding window in ISIS
• It is very important to focus both on
  participants' facial expressions and posture
  changes because some peoples bodily movements to
  express their emotions
• All participants indicate that after succeeding
  in their tasks (i.e. solving a puzzle) and
  experiencing satisfaction for that for a short
  period of time, they go into the relaxation state
  right after that and before moving onto the next
  task
• Curiosity doesn't belong only to the first
  quadrant. Curiosity might mean two things 1)
  being curious about the things encountered during
  the same research 2) being curious before (and
  after) starting a fresh research about the things
  we might encounter in this new episode
• Proposing new graph where interest is present
  at all times during the game and it can be either
  positive or negative, high or low. Boredom is in
  a shape of a half-ring placed right outside of
  the negative portion of the circle (II III
  quadrant).

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Discussion