NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1161710
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1539-3100
Emotional Design Tutoring System Based on Multimodal Affective Computing Techniques
Wang, Cheng-Hung; Lin, Hao-Chiang Koong
International Journal of Distance Education Technologies, v16 n1 Article 6 p103-117 2018
In a traditional class, the role of the teacher is to teach and that of the students is to learn. However, the constant and rapid technological advancements have transformed education in numerous ways. For instance, in addition to traditional, face to face teaching, E-learning is now possible. Nevertheless, face to face teaching is unavailable in distance education, preventing the teacher from understanding the student's learning emotions and states; hence, a system can be adopted to collect information on students' learning emotions, thereby compiling data to analyze their learning progresses. Hence, this study established an emotional design tutoring system (EDTS) and investigated whether this system influences user interaction satisfaction and elevates learning motivation. This study determined that the learners' perception of affective tutoring systems fostered positive attitudes toward learning and thereby promoted learning effects. The experimental results offer teachers and learners an efficient technique for boosting students' learning effects and learning satisfaction. In the future, affective computing is expected to be widely used in teaching. This can enable students to enjoy learning in a multilearning environment; thus, they can exhibit higher learning satisfaction and gain considerable learning effects.
IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A