Description

AIED-EDM June 26th 2015, Madrid.


Emotions and affect play an important role in learning. There are indications that meta- affect knowledge about self-affect might also play a role. There have been various attempts to take them into account both during the design and during the deployment of AIED systems. The evidence for the consequential impact on learning is beginning to strengthen but the field has been mostly focusing on addressing only the complexities of affective and emotional recognition. This has largely slowed down progress on this area. Research needs to be carried out in order to better understand how to respond to what we detect and how to relate to the learner’s cognitive and meta-cognitive skills. One goal might be to design systems capable of recognizing, acknowledging, and responding to learners’ states with the aim of promoting those that are conducive to learning by means of tutorial tactics, feedback interventions, interface adaptations that take advantage of ambient intelligence, for instance. We therefore, need to deepen our knowledge of how emotions relate to issues such as cognition and context.

 

This workshop is intended to bridge the existing gap between previous research with the ever-increasing understanding and data availability. The colocation of AIED and EDM workshop raises the opportunity to bring the two communities together in a lively discussion about the overlap in the two fields and we therefore explicitly address and target both communities, as indicated by the workshop’s organisers background and the programme committee we are setting up. Papers can be submitted in three categories. Accepted papers will be presented during the workshop on the 26th June 2015.