Book chapter

The potential of affective computing in e-learning: The journey from theory to practice in the “Myself” project

PublisherHershey, PA : IGI Global
Publication date2010

The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design . Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning “Myself”: the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems.

Research group
Citation (ISO format)
MANTOVANI, Fabrizia et al. The potential of affective computing in e-learning: The journey from theory to practice in the “Myself” project. In: Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience. Hershey, PA : IGI Global, 2010. doi: 10.4018/978-1-60566-940-3.ch014
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