オンライン講義中に学生の感情を可視化することが教師のパフォーマンスと自己効力感に与える影響

Author:

MATSUBARA Masayuki1,UMEMURO Hiroyuki1

Affiliation:

1. School of Engineering, Tokyo Institute of Technology

Publisher

Japan Ergonomics Society

Subject

General Medicine

Reference19 articles.

1. 1)Allen, E, I.; Seaman, J. Changing course: Ten years of tracking online education in the United States. Education Resources Information Center Report ED54157. 2013, 47p.

2. 2)Landowska, A. Affective computing and affective learning: Methods tools and prospects. EduAkcja. Magazyn Edukacji Elektronicznej. 2013, 1(5), p.16-31.

3. 3)Landowska, A. “Affect-awareness framework for intelligent tutoring systems”. Human System Interactions: Proceedings of 2013 6th International Conference. Istanbul, Turkey, 2013-11-06/09, p.540-547.

4. 4)Feidakis, M. “A review of emotion-aware systems for e-learning in virtual environments”. Formative assessment, learning data analytics and gamification in ICT Education. Elsevier, 2016, p.217-242. doi:10.1016/B978-0-12-803637-2.00011-7.

5. 5)Arguedas, M.; Daradoumis, T.; et al. Analyzing how emotion awareness influences students’ motivation, engagement, self-regulation and learning outcome. Educational Technology and Society. 2016, 19(2), p.87-103.

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