Affective Subject Interacting in the ROODA Virtual Learning Environment

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


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


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

Affective Subject Interacting in the ROODA Virtual Learning Environment

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