Front Cover	1
	Emotions, Technology, Design, and Learning	4
	Copyright	5
	Contents	6
	Contributors	12
	Foreword	14
	References	17
	Preface	18
	Emotions, Technology, Design, and Learning	18
	Envisioning the Empathic Learning Environment	20
	Emotions and Affect Recognition Systems	21
	Reviews on Emotions, Affect, and Design	22
	Interactions, Design, and Learning	23
	References	24
	Section I: Emotions and Affect Recognition Systems	26
	Chapter 1: Emotions in Adaptive Computer Technologies for Adults Improving Reading	28
	Affect-Sensitive ITSs for College Students Learning STEM Topics	30
	What Affect States Do Learners Experience?	30
	Automated Tracking of Affective States During Learning	33
	How Does the Computer System Respond to Learners Affect States?	35
	Building ITS with Dialogs and Trialogs for Struggling Adult Learners	36
	Dialogs	37
	Give Students Choices	39
	Assign Texts Within the Students Ability	40
	Give Supportive Short Feedback	40
	Gauge the Prospects of Active Learning	41
	Gauge Who Should Summarize	41
	Trialogs	41
	Challenges and Limitations	45
	Acknowledgments	46
	References	47
	Chapter 2: A Real-Time Speech Emotion Recognition System and its Application in Online Learning	52
	Introduction	52
	Real-Time Speech Emotion Recognition System	55
	Graphic User Interface	55
	Major Functions	55
	Methods and Procedure	57
	Voice Activity Detection	58
	Speech Segmentation	60
	Signal Pre-processing	60
	Acoustic Features	61
	Support Vector Machines (SVMs)-Based Learning Model	62
	Statistics Analysis of Emotion Frequency	63
	Experiments	63
	Offline Experiment	63
	Real-time Recording and Recognition	64
	Application in Online Learning	65
	Use of Emotion Detection in Online Learning	65
	Challenges	67
	Experiment Scenario and Results	67
	Experiment Scenario	68
	Speech Data	68
	Results	68
	Discussion	68
	Future Work	69
	Conclusion	70
	References	70
	Chapter 3: Pedagogical Agents and Affect: Molding Positive Learning Interactions	72
	Introduction	72
	Pedagogical Agents: A Brief History	73
	Design and Implementation of Pedagogical Agents	74
	Emotions During Tutorial Interactions	75
	Politeness	76
	Emotion and Empathy	76
	Assessing the Impacts of Pedagogical Agents	78
	Cognitive Outcomes	78
	Affective Outcomes	79
	Self-perceptions and Feelings Toward Learning	80
	Motivation, Interest, and Self-efficacy	80
	A Path Forward for Pedagogical Agents	81
	Increase Nonverbal Fidelity	82
	Strengthen Links Between Agent Behaviors and Learner Emotions	82
	Build Real Relationships	83
	Conclusion	83
	References	84
	Chapter 4: Implementation of Artificial Emotions and Moods in a Pedagogical Agent	88
	Introduction	88
	Theoretical Approaches to Emotions	89
	The Discrete Approach	89
	The Two-dimensional Approach: Circumplex Model	89
	The Three-dimensional Approach	90
	Plutchik's Multidimensional Approach	90
	The OCC Model	91
	Capturing the Student's Emotions in the Learning Process	93
	Artificial Emotions	97
	Architecture of Emotional Agent	99
	The Emotional Pedagogical Agent for a Multiple Choice Questions Test	103
	Conclusions	109
	Acknowledgment	110
	References	110
	Section II: Reviews on Emotions, Affect, and Design	112
	Chapter 5: Measuring Emotions: A Survey of Cutting Edge Methodologies Used in Computer-Based Learning Environment Research	114
	Introduction	114
	Emotions: A Primer	117
	How Are Learners' Emotional States Measured in Research with CBLEs?	118
	Facial Expressions	118
	Body Posture	121
	Physiological Patterns	122
	Self-Report Measures	124
	Log-Files	127
	Context Feature Mining	128
	Language and Discourse Feature Analyses	129
	Multimethod Emotion Classification: Is It Worth It?	130
	Theoretical and Analytical Considerations in Measuring Emotions	133
	Conclusions and Recommendations	134
	Acknowledgments	136
	References	136
	Chapter 6: Designing Tools that Care: The Affective Qualities of Virtual Peers, Robots, and Videos	140
	The Integral Nature of Affect and Cognition	140
	Virtual Peers	141
	Virtual Peer Affect	142
	Affective Role Models	143
	Humanoid Robots	144
	Robots and Affect	145
	The Robot Friend Atti	146
	Designing for Children: Interplay Between Designers and Children	147
	Online Videos	148
	Instructor-Learner Interaction in Online Learning	148
	Compensatory Strategies	149
	Conclusion	151
	References	152
	Chapter 7: Emotional Design in Digital Media for Learning	156
	Introduction	156
	Defining Emotion, Mood, Affect	156
	Emotion and Cognition	159
	Emotions and Learning	160
	Emotional Design in Digital Media for Learning	162
	Emotional Design Through Information Representation	163
	Emotional Design Through Interaction Design	164
	Situational Interest	165
	Guided Activity Principle—Animated Pedagogical Agents	166
	The Theoretical Foundation of Emotions and Learning	167
	Pekruns (2000) Control Value Theory of Achievement Emotions	168
	Moreno and Mayers (2007) Cognitive Affective Theory of Learning with Media	170
	Picards (1997) Affective Computing	171
	Toward an Integrated Cognitive-Affective Model of Multimedia Learning	172
	Research Agenda for the Study of Emotional Design	176
	Research on Design Factors Impacting Learners' Emotion	177
	Research on the Impact of Emotion on Learning Outcomes	178
	Research on Measuring Emotions	179
	Research on Appropriate Responses to a Learners Emotional State	180
	Conclusion	181
	References	182
	Chapter 8: What Sunshine Is to Flowers: A Literature Review on the Use of Emoticons to Support Online Learning	188
	Introduction	188
	Method	190
	Emoticons and Electronically Mediated Communication	190
	Emoticons and Group Differences	191
	Emoticons and Social Contexts	192
	Emoticons and Online Learning	193
	Improving Communication	193
	Enhancing Social Presence	195
	Building Community	196
	Limitations and Gaps	199
	Future Research	200
	Instructional Recommendations	201
	Conclusion	202
	References	203
	Chapter 9: Robots, Emotions, and Learning	208
	The Role of Emotions in Education	209
	Why Should We Value Emotions Along with Cognition in Education?	209
	What Role Can Technology Play?	211
	Cases Where Emotions Influence Students Learning in a Technology Environment	213
	Fixing Work Instead of Fearing Learning	214
	Displacement of Emotions	216
	Affection and Gratitude Display Toward a Robot Versus Disengagement	217
	Pity—a Caring Emotion from Student to Robot	218
	Existing Emotions Will Emerge even in Robotics Technology	218
	Conclusion	219
	References	220
	Section III: Interactions, Design, and Learning	224
	Chapter 10: Virtual Avatar as an Emotional Scaffolding Strategy to Promote Interest in Online Learning Environment	226
	Introduction	226
	Emotional Scaffolding and VAs	227
	Emotional Scaffolding	227
	Virtual Avatars	229
	Interest Development in Online Learning	230
	Individual Interest	231
	Situational Interest	232
	VA Design as an Emotional Scaffolding Strategy	234
	VA Persona	234
	VA Message	235
	Virtual Agent Scaffolding Model for Interest Development	236
	The Case Study	237
	Aim	237
	Participants	238
	Study Design	238
	Measures	240
	Study Material	242
	Procedure	242
	Data Analysis	243
	Findings	245
	Conclusion	246
	References	247
	Chapter 11: Animated Pedagogical Agents and Emotion	250
	Introduction	250
	What Are Animated Pedagogical Agents?	251
	The Role of Animated Pedagogical Agents	251
	Benefits of Animated Pedagogical Agents	252
	Examples of Animated Pedagogical Agents	253
	Facilitate Tutoring Systems Architecture	254
	Provide Assistance in a Virtual World	254
	Act as a Co-Learner	254
	Design of Animated Pedagogical Agents	255
	Agent Design and Emotion	256
	Research Evidence	257
	Conclusion	259
	References	260
	Chapter 12: Investigating Students' Feelings and Their Perspectives Toward Web 2.0 Technologies in a Teacher Education Course	264
	Introduction	264
	Theoretical Background	265
	Social Presence	265
	Types of Web 2.0 Technologies	266
	Methodology	269
	Participants and Context	269
	Data Collection	270
	Instrument	271
	Interviews	271
	Data Analysis	271
	Results	272
	The Quantitative Results	272
	Demographic Data	272
	Research Question 1: What Were Students Feelings in Use of Each of the Web 2.0 Technologies?	273
	The Qualitative Results	273
	Research Question 2: What Were the Students Perspectives on the Different Types of Web 2.0 Technologies?	273
	Discussion	288
	Affective Dimensions of Web 2.0	289
	Conclusion	293
	References	293
	Chapter 13: Engagement, Emotions, and Relationships: On Building Intelligent Agents	298
	Introduction	298
	The Role of Engagement in Collaborations	301
	Affective Expression	304
	Affective Expression and Collaboration	307
	Relationships with Intelligent Agents	313
	Closing Thoughts	317
	Acknowledgments	317
	References	317
	Index	320
	Back Cover	329