Emodash: A dashboard supporting retrospective awareness of emotions in online learning
| Autor: | Mohamed Ez-zaouia, Aurélien Tabard, Elise Lavoué |
|---|---|
| Přispěvatelé: | Situated Interaction, Collaboration, Adaptation and Learning (SICAL), Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS), Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Institut National des Sciences Appliquées (INSA)-Université de Lyon-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-École Centrale de Lyon (ECL), Université de Lyon-Université Lumière - Lyon 2 (UL2)-Institut National des Sciences Appliquées de Lyon (INSA Lyon), Université de Lyon-Université Lumière - Lyon 2 (UL2) |
| Rok vydání: | 2020 |
| Předmět: |
Dashboard (business)
Human Factors and Ergonomics 050105 experimental psychology Feedback Education Formative assessment ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC] Visualization Emotion 4. Education Online learning Learning environment 05 social sciences General Engineering 050301 education Awareness Language acquisition Human-Computer Interaction Summative assessment Hardware and Architecture Asynchronous communication Emotion awareness Dashboard Psychology 0503 education Software |
| Zdroj: | International Journal of Human-Computer Studies International Journal of Human-Computer Studies, Elsevier, 2020, 139, pp.102411. ⟨10.1016/j.ijhcs.2020.102411⟩ |
| ISSN: | 1071-5819 1095-9300 |
| DOI: | 10.1016/j.ijhcs.2020.102411 |
| Popis: | International audience; We present EMODASH, an interactive dashboard supporting tutors' retrospective awareness of learners' emotions in a video-conferencing learning environment. Socio-affective relationships play an important role in learning processes and learning outcomes, but they are harder to develop in online-learning. This can be explained by a lack of emotion awareness due to the asynchronous interactions, technical challenges, and tutors' focus on properly conducting the learning activity and gearing towards pedagogical outcomes. We conducted an eight-week long field study with five professional tutors on how they used EMODASH while writing feedback to learners after language learning sessions. We found that EMODASH led tutors who were already sensitive to learners' emotions to incorporate more affective elements in their reports, suggesting a stronger awareness of learners' emotions. Tutors also wrote more formative and less summative feedback. Furthermore, our results suggest that glanceable visualizations of learners' emotions may be preferred and sufficient to foster tutors' awareness of learners' emotions. Finally, the dashboard led tutors to reflect on the way they conduct their lessons, using learners' positive emotions as a proxy evaluation of their teaching. |
| Databáze: | OpenAIRE |
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