Alle Publikationen
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2012
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(2012): Employing Textual and Facial Emotion Recognition to Design an Affective Tutoring System. In: Turkish Online Journal of Educational Technology - TOJET 11 (4), S. 418-426. Online verfügbar unter https://eric.ed.gov/?id=EJ989317, zuletzt geprüft am 22.11.2019
Abstract: Emotional expression in Artificial Intelligence has gained lots of attention in recent years, people applied its affective computing not only in enhancing and realizing the interaction between computers and human, it also makes computer more humane. In this study, emotional expressions were applied into intelligent tutoring system, where learners’ emotional expression in learning process was observed in order to give an appropriate feedback. Emotional intelligent not only gives high flexibility to the interaction of tutoring system, it also to deepen its level of human interaction. This study uses dual-mode operation: facial expression recognition, and text semantics as the main elements in affective computing to understand users’ emotions. Text semantics are used to understand learners’ learning status, and the results would contribute to course management agents in order to choose the most appropriate teaching strategies and feedback to the users. Facial expression recognition allows interactive agents to provide users a complete sound and animation feedback. (Contains 5 tables and 3 figures.)
Keywords: Affective Behavior, Animation, Artificial intelligence, Bedienung & Handhabung, Computer Assisted Instruction, Computer Software Evaluation, Computer System Design, Educational Technology, Feedback (Response), Focus Groups, Foreign Countries, Grounded Theory, Intelligent tutoring systems, Man machine systems, Mixed Methods Research, Multimedia Instruction, Natural Language Processing, Nonverbal communication, Programming, Psychological Patterns, Rating Scales, Teaching Methods, usability, Use Studies 2009
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(2009) : Proactive instructional strategies for classroom management In: Akin-Little, Angeleque; Little, Steven G.; Bray, Melissa A.; Kehle, Thomas J.; Akin-Little, Angeleque (Ed); Little, Steven G. (Ed); Bray, Melissa A. (Ed); Kehle, Thomas J. (Ed) (Hg.): Behavioral interventions in schools: Evidence-based positive strategies: Washington, DC, US: American Psychological Association (School Psychology), S. 141-156
Abstract: In this chapter, we do not attempt to reiterate the well-established literature on classroom structure. Instead, we introduce four proactive strategies teachers can implement during academic instruction to facilitate appropriate decorum and help a classroom run smoothly. Each strategy is an antecedent-based approach to preventing problems from occurring. Whereas consequent-based interventions require the problem behavior to occur before invoking the strategy (e.g., verbal redirect, time-out), antecedent-based approaches can be introduced without waiting for the problems to occur. The most common strategies include (a) proximity, (b) high rates of opportunities to respond, (c) high-probability requests (behavioral momentum), and (d) choice making. In the sections that follow, we define each of these strategies and document the effects of these interventions when used with students with or at risk for learning and behavior problems. While research has focused mostly on elementary school students, these techniques, with some possible modifications, should be appropriate for all grade levels and students in regular and special education classes. Finally, we conclude with a brief summary and discussion of the educational implications associated with employing antecedent-based, teacher-focused strategies for preventing problems from occurring. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2008
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(2008): Evaluating computer-supported social learning. An integrative study of the development of soft skills in a university-based mediation training programme.
Abstract: Evaluated the effect of computer-supported social learning (CSSL) on sociocommunicative competence. Computer technology provides learners with video-based scenes and interactive tasks designed to provide additional exposure to complex and critical interpersonal situations. This study focused on the impact of the introduction and use of CSSL on a training program known as PROCON, which is offered to graduate psychology students with basic knowledge and experience in group facilitation techniques, basic 1-to-1 counseling, and communication skills. 272 students participated in 1 or more PROCON modules between 2002 and 2006. The analysis focused on 195 participants who completed the curriculum within one year and cohort. While computer software cannot replace the direct, situated interaction offered in the classroom setting, it was hypothesized that a blend of traditional teaching methods and CSSL has a positive effect on a learner's sociocommunicative competence in addition to increasing situational judgment skills, increasing conceptual and taxonomic knowledge levels, increasing interest in mediation and conflict resolution, and increasing self-rated confidence levels. Participants were subjected to a pretest prior to being accepted into the PROCON program. Once accepted into the program, standard classroom presentation was supplemented by CSSL and assessed by online surveys, posttests, and log files. Sociocommunicative competence was assessed using situational judgment tests (SJT). Findings indicated positive results on SJT when CSSL was used in conjunction with traditional teaching methods rather than as a substitution for them. No consistent association was found between computer-facilitated learning and posttest levels of conceptual knowledge or an increase in interest in mediation or conflict resolution. Self-efficacy levels were found to be either equal to or greater than outcome results without the addition of CSSL. Overall, positive results were found to exist with the complementary use of computer technology in the development of sociocommunicative skills.
Keywords: Bildungsprogramme und Lehrmethoden, Computer Assisted Instruction, Computerunterstützte Unterweisung, Conflict Resolution, Curricula, Curriculum & Programs & Teaching Methods, effect of computer-supported social learning (CSSL) on sociocommunicative competence, Konfliktlösung, Lehrmethoden, Lerntheorien, Mediation, Mensch-Technik-Relation, social learning, Social Skills Training, Soziales Kompetenztraining, Soziales Lernen, Teaching Methods, traditional group-facilitation training vs training with added CSSL elements, training in social competences, Training sozialer Fertigkeiten 1997
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(1997) : Sozial-moralisches Lernen In: Birbaumer, Niels-Peter; Weinert, Franz E. (Hg.): Enzyklopädie der Psychologie: Psychologie des Unterrichts und der Schule: Göttingen [u.a.]; Göttingen [u.a.]: Verl. für Psychologie Hogrefe, Hogrefe, Verl. für Psychologie (Enzyklopädie der Psychologie : Themenbereich D, Praxisgebiete : Serie 1, Pädagogische Psychologie), S. 461-501
Abstract: Grundlegende Fragen der sozial-moralischen Erziehung und darauf bezogener Lernprozesse in der Schule werden unter normativer, entwicklungspsychologischer und diaktischer Schwerpunktsetzung diskutiert. Im Vordergrund stehen dabei (1) Fragen der Begrifflichkeit im Bereich der sozialen Moral, (2) Fragen der Relevanz und Echtheit der institutionellen sozial-moralischen Erziehung, (3) die philosophischen Bedingungen für Diversifikationen in Erziehungsprozessen, (4) Ideenmodelle, Handlungsmodelle und lernpsychologische Modelle der sozial-moralischen Erziehung, (5) eine Mikroanalyse sozial-moralischer Entwicklungsprozesse, (6) Wissenspartikel und die Konzepte sozial-moralischen Urteilens, (7) die fehlende Schulung emotionaler Qualitäten im Erziehungsprozess, (8) ganzheitliche Ansätze der sozial-moralischen Erziehung, (9) das Konzept der Prozessmoral aus dem Diskursansatz sowie (10) ungeklärte Fragen der sozial-moralischen Erziehung, die sich auf die Behandlung kognitiv geteilter moralischer Normen und das Lernen aus moralischen Fehlern beziehen. Abschließend wird eine neue, andere Art der Forschung im Feld der sozial-moralischen Erziehung gefordert, da die alten Interventionsprogramme der Komplexität der Realität in Klassenraum und Schulkultur nicht mehr gerecht werden. zitiert von: 15
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