TY - CONF TI - Not Just Playing – Using Games to Promote 21st Century Thinking Skills AU - Braxton, A. AU - Davis, R.S. T2 - NC Association for Gifted and Talented State Conference C2 - 2013/// CY - Winston-Salem, NC DA - 2013/// PY - 2013/2// ER - TY - CHAP TI - Embodied Affect in Tutorial Dialogue: Student Gesture and Posture AU - Grafsgaard, Joseph F. AU - Wiggins, Joseph B. AU - Boyer, Kristy Elizabeth AU - Wiebe, Eric N. AU - Lester, James C. T2 - Lecture Notes in Computer Science AB - Recent years have seen a growing recognition of the central role of affect and motivation in learning. In particular, nonverbal behaviors such as posture and gesture provide key channels signaling affective and motivational states. Developing a clear understanding of these mechanisms will inform the development of personalized learning environments that promote successful affective and motivational outcomes. This paper investigates posture and gesture in computer-mediated tutorial dialogue using automated techniques to track posture and hand-to-face gestures. Annotated dialogue transcripts were analyzed to identify the relationships between student posture, student gesture, and tutor and student dialogue. The results indicate that posture and hand-to-face gestures are significantly associated with particular tutorial dialogue moves. Additionally, two-hands-to-face gestures occurred significantly more frequently among students with low self-efficacy. The results shed light on the cognitive-affective mechanisms that underlie these nonverbal behaviors. Collectively, the findings provide insight into the interdependencies among tutorial dialogue, posture, and gesture, revealing a new avenue for automated tracking of embodied affect during learning. PY - 2013/// DO - 10.1007/978-3-642-39112-5_1 SP - 1-10 OP - PB - Springer Berlin Heidelberg SN - 9783642391118 9783642391125 UR - http://dx.doi.org/10.1007/978-3-642-39112-5_1 DB - Crossref ER - TY - JOUR TI - Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis AU - Grafsgaard, Joseph F. AU - Wiggins, Joseph B. AU - Boyer, Kristy Elizabeth AU - Wiebe, Eric N. AU - Lester, James C. T2 - 2013 HUMAINE ASSOCIATION CONFERENCE ON AFFECTIVE COMPUTING AND INTELLIGENT INTERACTION (ACII) AB - Affective and cognitive processes form a rich substrate on which learning plays out. Affective states often influence progress on learning tasks, resulting in positive or negative cycles of affect that impact learning outcomes. Developing a detailed account of the occurrence and timing of cognitive-affective states during learning can inform the design of affective tutorial interventions. In order to advance understanding of learning-centered affect, this paper reports on a study to analyze a video corpus of computer-mediated human tutoring using an automated facial expression recognition tool that detects fine-grained facial movements. The results reveal three significant relationships between facial expression, frustration, and learning: (1) Action Unit 2 (outer brow raise) was negatively correlated with learning gain, (2) Action Unit 4 (brow lowering) was positively correlated with frustration, and (3) Action Unit 14 (mouth dimpling) was positively correlated with both frustration and learning gain. Additionally, early prediction models demonstrated that facial actions during the first five minutes were significantly predictive of frustration and learning at the end of the tutoring session. The results represent a step toward a deeper understanding of learning-centered affective states, which will form the foundation for data-driven design of affective tutoring systems. DA - 2013/// PY - 2013/// DO - 10.1109/acii.2013.33 SP - 159-165 SN - 2156-8103 KW - affect KW - frustration KW - learning KW - computer-mediated tutoring KW - facial expression recognition KW - facial action units KW - intensity ER - TY - JOUR TI - Curriculum as Experienced by Students: How Teacher Identity Shapes Science Notebook Use AU - Madden, Lauren AU - Wiebe, Eric N. T2 - Research in Science Education DA - 2013/7/20/ PY - 2013/7/20/ DO - 10.1007/s11165-013-9376-8 VL - 43 IS - 6 SP - 2567-2592 J2 - Res Sci Educ LA - en OP - SN - 0157-244X 1573-1898 UR - http://dx.doi.org/10.1007/s11165-013-9376-8 DB - Crossref KW - Science notebooks KW - Elementary science KW - Teacher identity ER -