Novice science learners or introductory science students vary greatly in their understanding of the nature of science. For example, many students do not conceive of scientific knowledge as a highly ordered, coherent, knowledge structure that contains a set of interrelated ideas. Such a framework enables the learner to relate new material to prior knowledge and, if warranted, assimilate the new material within the framework. Many students have strong beliefs that knowledge is conveyed by authorities, such as the instructor and the textbook. Also many student’s own knowledge structure is fragmented or “in pieces”, as described by diSessa. Fortunately, this portrayal is not valid for all students.. Many other students enter the classroom with productive intellectual values and possess, or can quickly develop with little prompting, alternative and coherent conceptions that conflict with target ideas. These students are able to relate new material to prior knowledge and, if warranted, assimilate new material into pre-existing conceptions. The challenge of contemporary science education reform is therefore to address the diverse needs of a “mixed student epistemology” classroom. In this paper we review three instructional strategies that show promise to address this challenge in the context of an introductory physics classroom: (1) the Reflective Writing and Labatorial interventions of Kalman et. al., (2) the Conceptual Conflict Collaborative Group and Critique approaches of Kalman & Rohar, and (3) the integrated Elicit-and-Challenge and Bridging Technique strategies of Lattery. Each approach stresses the need for students to critically examine their own ideas in the in relation to target course ideas and discuss their ideas with peers. The second and third approaches emphasize the important role of the history and philosophy of science in science teaching. The aim of such efforts is not only to convey subject-matter content knowledge, but also to shape the student mindset, metacognitive practice, and understanding of the nature of science.
{"title":"Three Active Learning Strategies to Address Mixed Student Epistemologies and Promote Conceptual Change","authors":"C. Kalman, M. Lattery","doi":"10.3389/fict.2018.00019","DOIUrl":"https://doi.org/10.3389/fict.2018.00019","url":null,"abstract":"Novice science learners or introductory science students vary greatly in their understanding of the nature of science. For example, many students do not conceive of scientific knowledge as a highly ordered, coherent, knowledge structure that contains a set of interrelated ideas. Such a framework enables the learner to relate new material to prior knowledge and, if warranted, assimilate the new material within the framework. Many students have strong beliefs that knowledge is conveyed by authorities, such as the instructor and the textbook. Also many student’s own knowledge structure is fragmented or “in pieces”, as described by diSessa. Fortunately, this portrayal is not valid for all students.. Many other students enter the classroom with productive intellectual values and possess, or can quickly develop with little prompting, alternative and coherent conceptions that conflict with target ideas. These students are able to relate new material to prior knowledge and, if warranted, assimilate new material into pre-existing conceptions. The challenge of contemporary science education reform is therefore to address the diverse needs of a “mixed student epistemology” classroom. In this paper we review three instructional strategies that show promise to address this challenge in the context of an introductory physics classroom: (1) the Reflective Writing and Labatorial interventions of Kalman et. al., (2) the Conceptual Conflict Collaborative Group and Critique approaches of Kalman & Rohar, and (3) the integrated Elicit-and-Challenge and Bridging Technique strategies of Lattery. Each approach stresses the need for students to critically examine their own ideas in the in relation to target course ideas and discuss their ideas with peers. The second and third approaches emphasize the important role of the history and philosophy of science in science teaching. The aim of such efforts is not only to convey subject-matter content knowledge, but also to shape the student mindset, metacognitive practice, and understanding of the nature of science.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"17 1","pages":"19"},"PeriodicalIF":0.0,"publicationDate":"2018-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79170222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Martínez-Alcalá, A. Rosales-Lagarde, M. A. Alonso-Lavernia, José A. Ramírez-Salvador, Brenda Jiménez-Rodríguez, Rosario M. Cepeda-Rebollar, J. S. López-Noguerola, M. L. Bautista-Díaz, R. A. Agis-Juárez
As information and services are becoming more and more decentralized and they are often available in the cloud, an increasing number of older adults are expected to use Internet-based services –health, education, finance and others. For this reason, it seems important to plan models and/or strategies to allow the older adult population to acquire and enhance digital competencies more easily. The goal of this research is to show a blended workshop based on a Learning Management System (LMS) as a supporting tool for older adults’ digital literacy. This blended workshop was based on the adoption of an instructional model and on prior experiences of the groups of elderly that participated in the face-to-face workshops. This study involved 98 adults aged 60 and above, 72 Females (68.5 ± 6.9) and 26 Males (73.3 ± 7.4). 61 older adults participated in the face-to-face workshop (FFG) on digital literacy and 37 participated in the blended workshop (BLG). Digital literacy increased at the post-evaluation after the workshops but even more for the BLG. Likewise, in the validation of the blended workshop the results were positive regarding ease of use, perceived usefulness, attitude toward using and intention to use, which showed that older adults believe that it is useful to implement this type of supporting systems for developing their digital competencies. Hence, it is possible to conclude that older adults are capable of learning and acquiring digital literacy skills as long as they are strongly motivated or they know the functional benefits related to ICT.
{"title":"Digital Inclusion in Older Adults: A Comparison Between Face-to-Face and Blended Digital Literacy Workshops","authors":"C. Martínez-Alcalá, A. Rosales-Lagarde, M. A. Alonso-Lavernia, José A. Ramírez-Salvador, Brenda Jiménez-Rodríguez, Rosario M. Cepeda-Rebollar, J. S. López-Noguerola, M. L. Bautista-Díaz, R. A. Agis-Juárez","doi":"10.3389/fict.2018.00021","DOIUrl":"https://doi.org/10.3389/fict.2018.00021","url":null,"abstract":"As information and services are becoming more and more decentralized and they are often available in the cloud, an increasing number of older adults are expected to use Internet-based services –health, education, finance and others. For this reason, it seems important to plan models and/or strategies to allow the older adult population to acquire and enhance digital competencies more easily. The goal of this research is to show a blended workshop based on a Learning Management System (LMS) as a supporting tool for older adults’ digital literacy. This blended workshop was based on the adoption of an instructional model and on prior experiences of the groups of elderly that participated in the face-to-face workshops. This study involved 98 adults aged 60 and above, 72 Females (68.5 ± 6.9) and 26 Males (73.3 ± 7.4). 61 older adults participated in the face-to-face workshop (FFG) on digital literacy and 37 participated in the blended workshop (BLG). Digital literacy increased at the post-evaluation after the workshops but even more for the BLG. Likewise, in the validation of the blended workshop the results were positive regarding ease of use, perceived usefulness, attitude toward using and intention to use, which showed that older adults believe that it is useful to implement this type of supporting systems for developing their digital competencies. Hence, it is possible to conclude that older adults are capable of learning and acquiring digital literacy skills as long as they are strongly motivated or they know the functional benefits related to ICT.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"17 1","pages":"21"},"PeriodicalIF":0.0,"publicationDate":"2018-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74256452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We present the results of a twenty-year long university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers during their field experiences (practicums). The partnership evolved as a design experiment. Papers presented at AERA but never submitted to a research journal were revisited applying cultural-historical activity theory to understand the university-school partnership’s activity in terms of motive/object, instruments, community, roles, and rules/policies. We point to tensions that manifested contradictions between activity systems. Suggestions for boundary crossing when field experiences are part of an undergraduate program are made.
{"title":"Boundary Crossings Resulting in Active Learning in Preservice Teacher Education: A CHAT Analysis Revealing the Tensions and Springboards Between Partners","authors":"Thérèse Laferrière","doi":"10.3389/fict.2018.00022","DOIUrl":"https://doi.org/10.3389/fict.2018.00022","url":null,"abstract":"We present the results of a twenty-year long university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers during their field experiences (practicums). The partnership evolved as a design experiment. Papers presented at AERA but never submitted to a research journal were revisited applying cultural-historical activity theory to understand the university-school partnership’s activity in terms of motive/object, instruments, community, roles, and rules/policies. We point to tensions that manifested contradictions between activity systems. Suggestions for boundary crossing when field experiences are part of an undergraduate program are made.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"31 1","pages":"22"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89379346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interest drives our focus of attention and plays an important role in social communication. Given its relevance for many activities (e.g., learning, entertainment) a system able to automatically detect someone's interest has several potential applications. In this paper, we analyze the physiological and behavioral patterns associated with visual interest and present a method for the automatic recognition of interest, curiosity and their most relevant appraisals, namely, coping potential, novelty and complexity. We conducted an experiment in which participants watched images and micro-videos while multimodal signals were recorded - facial expressions, galvanic skin response (GSR), and eye gaze. After watching each stimulus, participants self-reported their level of interest, curiosity, coping potential, perceived novelty, and complexity. Results showed that interest was associated with other facial Action Units than smiling when dynamics was taken into consideration, especially inner brow raiser and eye lid tightener. Longer saccades were also present when participants watched interesting stimuli. However, correlations of appraisals with specific facial Action Units and eye gaze were in general stronger than those we found for interest. We trained random forests regression models to detect the level of interest, curiosity, and appraisals from multimodal features. The recognition models - unimodal and multimodal - for appraisals generally outperformed those for interest, in particular for static images. In summary, our study suggests that automatic appraisal detection may be a suitable way to detect subtle emotions like interest for which prototypical expressions do not exist.
{"title":"Behavioral and Physiological Responses to Visual Interest and Appraisals: Multimodal Analysis and Automatic Recognition","authors":"M. Soleymani, M. Mortillaro","doi":"10.3389/fict.2018.00017","DOIUrl":"https://doi.org/10.3389/fict.2018.00017","url":null,"abstract":"Interest drives our focus of attention and plays an important role in social communication. Given its relevance for many activities (e.g., learning, entertainment) a system able to automatically detect someone's interest has several potential applications. In this paper, we analyze the physiological and behavioral patterns associated with visual interest and present a method for the automatic recognition of interest, curiosity and their most relevant appraisals, namely, coping potential, novelty and complexity. We conducted an experiment in which participants watched images and micro-videos while multimodal signals were recorded - facial expressions, galvanic skin response (GSR), and eye gaze. After watching each stimulus, participants self-reported their level of interest, curiosity, coping potential, perceived novelty, and complexity. Results showed that interest was associated with other facial Action Units than smiling when dynamics was taken into consideration, especially inner brow raiser and eye lid tightener. Longer saccades were also present when participants watched interesting stimuli. However, correlations of appraisals with specific facial Action Units and eye gaze were in general stronger than those we found for interest. We trained random forests regression models to detect the level of interest, curiosity, and appraisals from multimodal features. The recognition models - unimodal and multimodal - for appraisals generally outperformed those for interest, in particular for static images. In summary, our study suggests that automatic appraisal detection may be a suitable way to detect subtle emotions like interest for which prototypical expressions do not exist.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"44 1","pages":"17"},"PeriodicalIF":0.0,"publicationDate":"2018-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88759231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Physical walking is consistently considered a natural and intuitive way to acquire viewpoints in a virtual environment. However, research findings also show that walking requires cognitive resources. To understand how this tradeoff affects the interaction design for virtual environments; we evaluated the performance of 32 participants, ranging from 18 to 44 years old, in a demanding visual and spatial task. Participants wearing a virtual reality (VR) headset counted features in a complex 3D structure while walking or while using a 3D interaction technique for manipulation. Our results indicate that the relative performance of the interfaces depends on the spatial ability and game experience of the participants. Participants with previous game experience but low spatial ability performed better using the manipulation technique. However, walking enabled higher performance for participants with high spatial ability or without significant game experience. These findings suggest that the optimal design choices for demanding visual tasks in VR should consider both controller experience and the spatial ability of the target users.
{"title":"Move the Object or Move Myself? Walking vs. Manipulation for the Examination of 3D Scientific Data","authors":"W. Lages, D. Bowman","doi":"10.3389/fict.2018.00015","DOIUrl":"https://doi.org/10.3389/fict.2018.00015","url":null,"abstract":"Physical walking is consistently considered a natural and intuitive way to acquire viewpoints in a virtual environment. However, research findings also show that walking requires cognitive resources. To understand how this tradeoff affects the interaction design for virtual environments; we evaluated the performance of 32 participants, ranging from 18 to 44 years old, in a demanding visual and spatial task. Participants wearing a virtual reality (VR) headset counted features in a complex 3D structure while walking or while using a 3D interaction technique for manipulation. Our results indicate that the relative performance of the interfaces depends on the spatial ability and game experience of the participants. Participants with previous game experience but low spatial ability performed better using the manipulation technique. However, walking enabled higher performance for participants with high spatial ability or without significant game experience. These findings suggest that the optimal design choices for demanding visual tasks in VR should consider both controller experience and the spatial ability of the target users.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"21 1","pages":"15"},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78042191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Smart musical instruments are a class of IoT devices for music making, which encompass embedded intelligence as well as wireless connectivity. In previous work, we established design requirements for a novel smart musical instrument, a smart cajon, following a user-centred approach. This paper describes the implementation and technical evaluation of the designed component of the smart cajon related to hit classification and repurposing. A conventional acoustic cajon was enhanced with sensors to classify position of the hit and the gesture that produced it. The instrument was equipped with five piezo pickups attached to the internal panels and a condenser microphone located inside. The developed sound engine leveraged digital signal processing, sensor fusion, and machine learning techniques to classify the position, dynamics, and timbre of each hit. The techniques were devised and implemented to achieve low latency between action and the electronically-generated sounds, as well as keep computational efficiency high. The system was tuned to classify two main cajon playing techniques at different locations and we conducted evaluations using over 2000 hits performed by two professional players. We first assessed the classification performance when training and testing data related to recordings from the same player. In this configuration, classification accuracies of 100% were obtained for hit detection and location. Accuracies of over 90% were obtained when classifying timbres produced by the two playing techniques. We then assessed the classifier in a cross-player configuration (training and testing were performed using recordings from different players). Results indicated that while hit location scales relatively well across different players, gesture identification requires that the involved classifiers are trained specifically for each musician.
{"title":"Real-Time Hit Classification in a Smart Cajón","authors":"L. Turchet, Andrew Mcpherson, M. Barthet","doi":"10.3389/fict.2018.00016","DOIUrl":"https://doi.org/10.3389/fict.2018.00016","url":null,"abstract":"Smart musical instruments are a class of IoT devices for music making, which encompass embedded intelligence as well as wireless connectivity. In previous work, we established design requirements for a novel smart musical instrument, a smart cajon, following a user-centred approach. This paper describes the implementation and technical evaluation of the designed component of the smart cajon related to hit classification and repurposing. A conventional acoustic cajon was enhanced with sensors to classify position of the hit and the gesture that produced it. The instrument was equipped with five piezo pickups attached to the internal panels and a condenser microphone located inside. The developed sound engine leveraged digital signal processing, sensor fusion, and machine learning techniques to classify the position, dynamics, and timbre of each hit. The techniques were devised and implemented to achieve low latency between action and the electronically-generated sounds, as well as keep computational efficiency high. The system was tuned to classify two main cajon playing techniques at different locations and we conducted evaluations using over 2000 hits performed by two professional players. We first assessed the classification performance when training and testing data related to recordings from the same player. In this configuration, classification accuracies of 100% were obtained for hit detection and location. Accuracies of over 90% were obtained when classifying timbres produced by the two playing techniques. We then assessed the classifier in a cross-player configuration (training and testing were performed using recordings from different players). Results indicated that while hit location scales relatively well across different players, gesture identification requires that the involved classifiers are trained specifically for each musician.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"45 1","pages":"16"},"PeriodicalIF":0.0,"publicationDate":"2018-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84744820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thanks to recent technological advancements, powerful computers and versatile sensor arrays can now be integrated in small wearable devices. This paper introduces the Android framework SSJ, which makes use of such devices to augment social interaction. To this end, sensor data is first used to analyse the user's behaviour in realtime. Based on the analysis, SSJ then sends live multimodal feedback to the user while they participate in a social interaction. With the help of advanced feedback strategies, SSJ can minimize the disruption of the social interaction while still helping the user improve the quality of their behaviour.
{"title":"The SSJ Framework: Augmenting Social Interactions Using Mobile Signal Processing and Live Feedback","authors":"Ionut Damian, Michael Dietz, E. André","doi":"10.3389/fict.2018.00013","DOIUrl":"https://doi.org/10.3389/fict.2018.00013","url":null,"abstract":"Thanks to recent technological advancements, powerful computers and versatile sensor arrays can now be integrated in small wearable devices. This paper introduces the Android framework SSJ, which makes use of such devices to augment social interaction. To this end, sensor data is first used to analyse the user's behaviour in realtime. Based on the analysis, SSJ then sends live multimodal feedback to the user while they participate in a social interaction. With the help of advanced feedback strategies, SSJ can minimize the disruption of the social interaction while still helping the user improve the quality of their behaviour.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"27 1","pages":"13"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78673651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a growing interest for specialized classrooms, termed active learning classrooms (ALC), which are designed to facilitate the use of active learning methods and information and communication technologies (ICT) by students. Thanks to pioneering studies such as SCALE-UP, there is a better understanding of the benefits of these classrooms and the pedagogy taking place in them. Teachers accustomed to traditional classes have to change many aspects of their pedagogy in order to reap the benefits of the ALCs, however. The purpose of this research is to gain a better understanding of the adoption process of an ALC by teachers and how its adoption modify teaching preferences and practices. Relying on an in-depth case study methodology founded on interviews and questionnaires about the adoption of innovations (CBAM), Approaches to Teaching Inventory, technopedagogical competencies and collaborative, competitive or individual teaching preferences, this article describes the cases of two teachers who used an ALC over a three-semester period. The results show that the teachers develop their courses quickly, with an emphasis on the active learning aspects of their pedagogy rather than on ICT integration, and that there are a lot of personal and management concerns. When the pedagogical changes are stabilized, the teachers retained their personal concerns about the innovation and were highly motivated to collaborate with other ALC users. Finally, apparently minor increases in student-centred teaching approaches result in significant pedagogical changes when they are studied qualitatively. These changes did not lead to a reduction in teacher-centred teaching approaches, suggesting that a significant portion of teacher-directed activities remain.
{"title":"Change Process of Two Postsecondary Teachers in the Early Adoption of an Active Learning Classroom","authors":"Samuel Fournier St-Laurent, Bruno Poellhuber","doi":"10.3389/fict.2018.00012","DOIUrl":"https://doi.org/10.3389/fict.2018.00012","url":null,"abstract":"There is a growing interest for specialized classrooms, termed active learning classrooms (ALC), which are designed to facilitate the use of active learning methods and information and communication technologies (ICT) by students. Thanks to pioneering studies such as SCALE-UP, there is a better understanding of the benefits of these classrooms and the pedagogy taking place in them. Teachers accustomed to traditional classes have to change many aspects of their pedagogy in order to reap the benefits of the ALCs, however. The purpose of this research is to gain a better understanding of the adoption process of an ALC by teachers and how its adoption modify teaching preferences and practices. Relying on an in-depth case study methodology founded on interviews and questionnaires about the adoption of innovations (CBAM), Approaches to Teaching Inventory, technopedagogical competencies and collaborative, competitive or individual teaching preferences, this article describes the cases of two teachers who used an ALC over a three-semester period. The results show that the teachers develop their courses quickly, with an emphasis on the active learning aspects of their pedagogy rather than on ICT integration, and that there are a lot of personal and management concerns. When the pedagogical changes are stabilized, the teachers retained their personal concerns about the innovation and were highly motivated to collaborate with other ALC users. Finally, apparently minor increases in student-centred teaching approaches result in significant pedagogical changes when they are studied qualitatively. These changes did not lead to a reduction in teacher-centred teaching approaches, suggesting that a significant portion of teacher-directed activities remain.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"58 1","pages":"12"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81625860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fact that emotions are dynamic in nature and evolve across time has been explored relatively less often in automatic emotion recognition systems to date. Although within-utterance information about emotion changes recently has received some attention, there remain open questions unresolved, such as how to approach delta emotion ground truth, how to predict the extent of emotion change from speech, and how well change can be predicted relative to absolute emotion ratings. In this article, we investigate speech-based automatic systems for continuous prediction of the extent of emotion changes in arousal/valence. We propose the use of regression (smoothed) deltas as ground truth for emotion change, which yielded considerably higher inter-rater reliability than first-order deltas, a commonly used approach in previous research, and represent a more appropriate approach to derive annotations for emotion change research, findings which are applicable beyond speech-based systems. In addition, the first system design for continuous emotion change prediction from speech is explored. Experimental results under the Output-Associative Relevance Vector Machine framework interestingly show that changes in emotion ratings may be better predicted than absolute emotion ratings on the RECOLA database, achieving 0.74 vs 0.71 for arousal and 0.41 vs 0.37 for valence in concordance correlation coefficients. However, further work is needed to achieve effective emotion change prediction performances on the SEMAINE database, due to the large number of non-change frames in the absolute emotion ratings.
事实上，情绪在本质上是动态的，并随着时间的推移而进化，迄今为止，在自动情绪识别系统中，人们对这一事实的探索相对较少。虽然最近关于情绪变化的话语内信息受到了一些关注，但仍然存在未解决的问题，例如如何接近delta情绪基础真理，如何预测言语中情绪变化的程度，以及相对于绝对情绪评级，变化的预测程度如何。在本文中，我们研究了基于语音的自动系统，用于连续预测唤醒/效价的情绪变化程度。我们建议使用回归(平滑)delta作为情绪变化的基础真值，这比一阶delta(一阶delta是以前研究中常用的方法)产生了更高的评价间信度，并且代表了一种更合适的方法来为情绪变化研究导出注释，这些发现适用于基于语音的系统之外。此外，本文还探索了首个基于语音的连续情绪变化预测系统设计。在输出-关联相关向量机框架下的实验结果有趣地表明，情绪评级的变化可能比RECOLA数据库上的绝对情绪评级更好地预测，在一致性相关系数中，唤醒的相关系数为0.74 vs 0.71，效价的相关系数为0.41 vs 0.37。然而，由于绝对情绪评分中有大量的非变化帧，因此需要进一步的工作来实现SEMAINE数据库上有效的情绪变化预测性能。
{"title":"Prediction of Emotion Change From Speech","authors":"Zhaocheng Huang, J. Epps","doi":"10.3389/fict.2018.00011","DOIUrl":"https://doi.org/10.3389/fict.2018.00011","url":null,"abstract":"The fact that emotions are dynamic in nature and evolve across time has been explored relatively less often in automatic emotion recognition systems to date. Although within-utterance information about emotion changes recently has received some attention, there remain open questions unresolved, such as how to approach delta emotion ground truth, how to predict the extent of emotion change from speech, and how well change can be predicted relative to absolute emotion ratings. In this article, we investigate speech-based automatic systems for continuous prediction of the extent of emotion changes in arousal/valence. We propose the use of regression (smoothed) deltas as ground truth for emotion change, which yielded considerably higher inter-rater reliability than first-order deltas, a commonly used approach in previous research, and represent a more appropriate approach to derive annotations for emotion change research, findings which are applicable beyond speech-based systems. In addition, the first system design for continuous emotion change prediction from speech is explored. Experimental results under the Output-Associative Relevance Vector Machine framework interestingly show that changes in emotion ratings may be better predicted than absolute emotion ratings on the RECOLA database, achieving 0.74 vs 0.71 for arousal and 0.41 vs 0.37 for valence in concordance correlation coefficients. However, further work is needed to achieve effective emotion change prediction performances on the SEMAINE database, due to the large number of non-change frames in the absolute emotion ratings.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"130 1","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2018-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88438452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bruno Poellhuber, Samuel Fournier St-Laurent, Normand Roy
Since the pedagogical reform undertaken in the field of physics teaching with the SCALE-UP project, research has shown that active learning classrooms (ALC) can lead to substantial gains. The reflection on ALC is now burgeoning, with this area being the number-one focus of university technological investments in 2017. However, even though a kind of ALC standard has emerged (teacher pod at the centre of the room, round tables, a projector for each table, etc.), very few researchers actually investigate the precise layout of ALCs and which particular features are the most important from the students’ perspective. This is precisely what this study aims to do, relying on the TAM (Technological Adoption Model). The study took place in three colleges located in Quebec which had installed an ALC using a functional analysis approach. In this process, nine functions were identified. A single-items questionnaire was developed around a modified TAM (including interest) and sent to 352 students who rated the frequency of use, utility, interest and ease of use of each of the nine functions. Qualitative data were collected through group interviews with students. Average scores were computed for each construct with the nine functions and they showed satisfactory consistency. Automated text analyses were conducted on the answers to the open-ended question. The results show that from the students’ perspective, the most important functions are related to features that facilitate group work (having a team table and using wall surfaces that can support image projections and annotations). Being able to use computers supplied by the college, connect student-owned devices to the team projector and annotate projection surfaces also ranked high. The correlation between frequency of use, interest, utility and ease of use is high and statistically significant. The qualitative data show that having comfortable, movable chairs is also important. The special look and feel of an ALC also seems to make students more comfortable. On a less positive side, some students indicate that visual obstruction is an obstacle in the periods when the teachers lecture in the class. These results may support cost-effective ALC design.
{"title":"Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)","authors":"Bruno Poellhuber, Samuel Fournier St-Laurent, Normand Roy","doi":"10.3389/fict.2018.00008","DOIUrl":"https://doi.org/10.3389/fict.2018.00008","url":null,"abstract":"Since the pedagogical reform undertaken in the field of physics teaching with the SCALE-UP project, research has shown that active learning classrooms (ALC) can lead to substantial gains. The reflection on ALC is now burgeoning, with this area being the number-one focus of university technological investments in 2017. However, even though a kind of ALC standard has emerged (teacher pod at the centre of the room, round tables, a projector for each table, etc.), very few researchers actually investigate the precise layout of ALCs and which particular features are the most important from the students’ perspective. This is precisely what this study aims to do, relying on the TAM (Technological Adoption Model). The study took place in three colleges located in Quebec which had installed an ALC using a functional analysis approach. In this process, nine functions were identified. A single-items questionnaire was developed around a modified TAM (including interest) and sent to 352 students who rated the frequency of use, utility, interest and ease of use of each of the nine functions. Qualitative data were collected through group interviews with students. Average scores were computed for each construct with the nine functions and they showed satisfactory consistency. Automated text analyses were conducted on the answers to the open-ended question. The results show that from the students’ perspective, the most important functions are related to features that facilitate group work (having a team table and using wall surfaces that can support image projections and annotations). Being able to use computers supplied by the college, connect student-owned devices to the team projector and annotate projection surfaces also ranked high. The correlation between frequency of use, interest, utility and ease of use is high and statistically significant. The qualitative data show that having comfortable, movable chairs is also important. The special look and feel of an ALC also seems to make students more comfortable. On a less positive side, some students indicate that visual obstruction is an obstacle in the periods when the teachers lecture in the class. These results may support cost-effective ALC design.","PeriodicalId":37157,"journal":{"name":"Frontiers in ICT","volume":"30 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2018-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75683094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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