affective subject interacting in the rooda virtual learning environment
TRANSCRIPT
World Computer CongressBrisbane 2010
In Search of the Affective Subject Interacting in the ROODA Virtual
Learning Environment
Magalí Teresinha LonghiPatrícia Alejandra Behar
Magda Bercht
PART 1 - Introduction
• Our motivation• Our research
PART 2 - Theoretical approach
• Piaget´s cognitive and affective theory• Scherer´s emotion theory
PART 3 - Affective mapping from ROODA VLE
1. ROODA VLE subject2. Interactions in ROODA VLE3. Final considerations
Overview
Federal University of
Rio Grande do SulEducation SChool
Location
Porto Alegre, RS, Brazil
Brisbane, QLD, Australia
ROODA – Rede cOOperativa de Aprendizagem [Cooperative Learning Net]
It is a UFRGS Virtual Learning Environments (VLE) available on the Web that
supports long distance as well as physically "on site" education.
It is a free and user centered software.
It comprises communication (synchronous and asynchronous), material
publications (library and webfolio), activities, poll, and exercice tools.
Its first version started being developed in 2001 and, since then, it went
through changes aiming to add new functionalities and improve
performance.
Today it has 43 875 registered users (students and teachers of
undergraduate, graduate and extension activities) in 3326 course subjects.
It is a VLE based on Piaget´s theory.
\ROODA VLE
http://www.ead.ufrgs.br/rooda
Connection interface
Forum
Chat
ROODA VLE
1. VLEs are constituted by a technological infrastructure (graphic interface, synchronous and asynchronous communication tools, and other functionalities) and by all the relations (affective, cognitive, symbolic, behavioural) established by the participants.
2. It is possible to identify students´ observable behaviours from their interactions in VLE.
3. All VLE functionalities represent important sources for searching students´ affective aspects.
4. Some students' moods are important to be investigated because they are the most representative affective phenomena in academic and scholar daily life.
5. It is important to adapt VLE to detect students’ moods to support live and distance education.
General motivation
Main research question:
How can student’s moods be determined in the VLE during the
student’s interactions?
Objective of this work:
To present the connections between the theoretical approach
(Piaget and Scherer’s theories) and the data collected in
ROODA VLE with the purpose of evaluating the possibility of
recognizing the affective dimension (student’s moods) during
interactions in virtual space.
Our research
Subjects in Piaget´s theory
Construction of
knowledge
Construction of
knowledgeCognitive
Development
Cognitive
Development
Study of the cognitive mechanisms of our species
(Epistemic Subject)and of individuals
(Psychological Subject)
Genetic
Epistemology
Genetic
Epistemology
studied
established
Socialsubject
Cognitive subject
Biophysiological subject
Affective subject
PSYCHOLOGICAL SUBJECT
People or individual
Objects
Institutional rules
Natural
Artificial
SETTING
Subject and environment interaction
J-M. Dolle (1993); Para além de Freud a Piaget: referenciais para novas perspectivas em psicologia.
[Au-delà de Freud et Piaget - Jalons pour de nouvelles perspectives en psychologie]
Socialsubject
Cognitive subject
Biophysiological subject
Affective subject
PSYCHOLOGICAL SUBJECT
Psychological subject
This subject internalizes habits,
social rules and prohibitions.
This subject affects all activities
in the form of emotions, feelings,
preferences.
This subject is responsible for dealing with bio-
physiological functions (genetics, neurology,
neurobiology, biochemistry, etc.).
While the subject acts, it acquires
knowledge of itself and the
environment.
Piaget´s cognitive subject
J. Piaget (1995). Abstração reflexionante: relações lógico-aritméticas e ordem das relações espaciais.
[Recherches sur l'abstraction reflechissante / Studies in Reflecting Abstraction]
\Dolle´s affective subject
J-M. Dolle (1979) De Freud a Piaget: elementos para un enfoque integrador de la afectividad y la inteligencia.
[De Freud a Piaget: eléments poru une approche integrative de l´affectivité et de l´intelligenge]
Cognitive and affective subject
M. T. Longhi, P. A. Behar & M. Bercht (2010). The affective subject and Virtual Learning Environments. IADIS-EL.
Affective
Subject
Cognitive
Subject
Sensori-motor stage
Conceptual stage
Meta-reflectionsAffective
openness and balance
Body
sensations
Body
movements
Scherer´s theory
The relationship between emotion and cognition
Sensori-motor level
(unconscious and innate processes)
Schematic level
(unconscious and acquired processes)
Conceptual level
(conscious and acquired processes)
H. Leventhal & K. R Scherer. (1987). The relationship of emotion to cognition: A functional approach to a semantic
controversy. Cognition & Emotion.
CNS
CNS, NES, ANS
CNS
CNS
SNSOrg
an
ic c
om
po
ne
nts
Scherer´s Component Process Model (CPM)
Extracted from: D. Grandjean; D. Sander and K. R. Scherer (2008). Conscious emotional experience emerges as a
function of multilevel, appraisal-driven response synchronization. Consciousness and Cognition
Affective phenomena by Scherer
K. R. Scherer (2005). What are emotions? And how can they be measured?, Social Science Information.
“Moods are considered as diffuse affect states, [...] without apparent cause that could be
clearly linked to an event or specific appraisals. They are generally of low intensity
and show little response synchronization, but may last over hours or even days” (p.705).
Mood MappingHigh control
Low control
PleasantUnpleasant
Based on Scherer´s paper: What are emotions? And how can they be measured? (2005) and Tran´s Phd thesis: The
influence of emotions on decision-making processes in management teams (2004)
Being dissatisfied
Being interestedBeing uninterested
Proud,
gratified,...
Exalted,
in high spirits
Happy,
cheerful,...
Pleased,
Content,...
Being satisfied
ROODA-SUBJECT(student, teacher, tutor)
ROODA Users(students, teachers,
tutors)
Tools or functionalities
VLE rules
ROODA VLE
ROODA VLE Subject
Social subject
Cognitive subject
Technological subject
Biophysiological subject
Affective subject
Bassani, P. B. S., 2006. Phd Thesis. Mapeamento das interações em ambiente virtual de aprendizagem: uma
possibilidade para avaliação em educação a distância.
It makes reference to the technological knowledge for
communicating and experiencing presence perception in the virtual
environment.
Markers of the ROODA-subject
\Mood model proposed
Semantic Net
1. Piaget does not conceive a process of constructing knowledge
at various levels without having premised on the inherent
affectivity and the values of the subject.
2. Scherer defines moods as processes and shows how they
take place in the organic components that operate
synchronously.
3. Moods contribute to the internal representation of the object of
knowledge, and affect how an individual learns, takes
decisions and behaves in social interactions.
Final considerations
4. Favorable effects: the sense of challenge, persistence, enthusiasm, curiosity, the satisfaction of the task accomplished, favor the consolidation of acquired knowledge, motivating the student to obtain new knowledge.
5. Adverse effects: the fear, uncertainty, resignation, anxiety, indifference, lack of confidence, boredom and other negative moods can lead the student to withdrawal or drop out.
6. This study is part of the main objective of the project that is to infer moods in VLEs.
7. ROODAafeto: new functionality to recognizestudent’s moods in ROODA VLE.
Final considerations
Magalí Teresinha [email protected]
www.cesup.ufrgs.br/~mlonghi
Profa. Dra. Patricia Alejandra [email protected]
www.nuted.edu.ufrgs.br
Profa. Dra. Magda [email protected]
www.mbercht.com
Contact