Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning
Abstract: Metacomprehension is key to successful learning of complex topics when using multimedia materials. The goal of this study was to determine if eye-movement dyads could be: (1) identified by sequence mining techniques, and (2) aligned with self-reported metacognitive judgments during learning with multimedia materials that contain conceptual discrepancies designed to interfere with participants’ metacomprehension. Thirty-two […]
Assessment of human driver safety at Dilemma Zones with automated vehicles through a virtual reality environment
Abstract: Ensuring the safety of mixed traffic environments, in which human drivers interact with autonomous vehicles, is an impending challenge. A virtual traffic environment provides a risk-free opportunity to let human drivers interact with autonomous vehicles, indicating how variability in traffic environments and human responses compromises safety. Analyzing the section of road preceding an intersection […]
Game Scenes Evaluation and Player’s Dominant Emotion Prediction
Abstract: In this paper, we present a solution for computer assisted emotional analysis of game session. The proposed approach combines eye movements and facial expressions to annotate the perceived game objects with the expressed dominate emotions. Moreover, our system EMOGRAPH (Emotional Graph) gives easy access to information about user experience and predicts player’s emotions. The […]
How Do Different Levels of AU4 Impact Metacognitive Monitoring During Learning with Intelligent Tutoring Systems?
Abstract: We investigated how college students’ (n = 40) different levels of action unit 4 (AU4: brow lowerer), metacognitive monitoring process use and pre-test score were associated with metacognitive monitoring accuracy during learning with a hypermedia-based ITS. Results revealed that participants with high pre-test scores had the highest accuracy scores with low levels of AU4 and use […]
How Are Students’ Emotions Associated with the Accuracy of Their Note Taking and Summarizing During Learning with ITSs?
Abstract: The goal of this study was to examine 38 undergraduate and graduate students’ note taking and summarizing, and the relationship between emotions, the accuracy of those notes and summaries, and proportional learning gain, during learning with MetaTutor, an ITS that fosters self-regulated learning while learning complex science topics. Results revealed that students expressed both […]
Leverage Score Ordering
Abstract: In this paper we present Leverage Score Ordering, a novel technique for determining the ordering of data in the training of deep neural networks. Our technique is based on the distributed computation of leverage scores using random projections. These computed leverage scores provide a flexible and efficient method to determine the optimal ordering of training […]
Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning Technologies
Abstract: Affect and metacognition play a central role in learning. We examine the relationships between students’ affective state dynamics, metacognitive judgments, and performance during learning with MetaTutorIVH, an advanced learning technology for human biology education. Student emotions were tracked using facial expression recognition embedded within MetaTutorIVH and transitions between emotions theorized to be important to […]
Discrimination between smiling faces: Human observers vs. automated face analysis
Abstract: This study investigated (a) how prototypical happy faces (with happy eyes and a smile) can be discriminated from blended expressions with a smile but non-happy eyes, depending on type and intensity of the eye expression; and (b) how smile discrimination differs for human perceivers versus automated face analysis, depending on affective valence and morphological facial […]
How Does Food Taste in Anorexia and Bulimia Nervosa? A Protocol for a Quasi-Experimental, Cross-Sectional Design to Investigate Taste Aversion or Increased Hedonic Valence of Food in Eating Disorders
Background: Despite on-going efforts to better understand dysregulated eating, the olfactory-gustatory deficits and food preferences in eating disorders (ED), and the mechanisms underlying the perception of and responses to food properties in anorexia nervosa (AN) and bulimia nervosa (BN) remain largely unknown; both during the course of the illness and compared to healthy populations. It is, […]
Toward A Companion Robot Fostering Perseverance in Math: A Pilot Study
Abstract: Challenging math problems without immediate solutions often invite students to ride an “emotional roller-coaster” through episodes of confusion, frustration, surprise and joy. Those problem solving experiences provide rich opportunities to cultivate mathematical perseverance, the mentality to forge ahead in face of ambiguity or difficulty. An ideal teacher closely monitors the problem solving process and […]
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