Modulation of Cognitive Goals and Sensorimotor Actions in Face-to-Face Communication by Emotional States: The Action-Based Approach

2014 ◽  
pp. 379-386
Author(s):  
Bernd J. Kröger
Keyword(s):  
Emotional States ◽  
Face To Face

scholarly journals Despite Appearances: Comparing Emotion Recognition in Abstract and Humanoid Avatars Using Nonverbal Behavior in Social Virtual Reality

2021 ◽  
Vol 2 ◽  
Author(s):  
Yilu Sun ◽  
Andrea Stevenson Won
Keyword(s):  
Virtual Reality ◽  
Social Interactions ◽  
Social Presence ◽  
Nonverbal Behavior ◽  
Emotional States ◽  
Face To Face ◽  
Social Closeness ◽  
Similar Information ◽  
Individual Measure ◽  
And Behavior

The ability to perceive emotional states is a critical part of social interactions, shaping how people understand and respond to each other. In face-to-face communication, people perceive others’ emotions through observing their appearance and behavior. In virtual reality, how appearance and behavior are rendered must be designed. In this study, we asked whether people conversing in immersive virtual reality (VR) would perceive emotion more accurately depending on whether they and their partner were represented by realistic or abstract avatars. In both cases, participants got similar information about the tracked movement of their partners’ heads and hands, though how this information was expressed varied. We collected participants’ self-reported emotional state ratings of themselves and their ratings of their conversational partners’ emotional states after a conversation in VR. Participants’ ratings of their partners’ emotional states correlated to their partners’ self-reported ratings regardless of which of the avatar conditions they experienced. We then explored how these states were reflected in their nonverbal behavior, using a dyadic measure of nonverbal behavior (proximity between conversational partners) and an individual measure (expansiveness of gesture). We discuss how this relates to measures of social presence and social closeness.

scholarly journals Investigation of Burnout Levels of Physical Education and Sports Teachers during Covid-19 Period

2021 ◽  
Vol 7 (2) ◽  
pp. 159
Author(s):  
Berna Karakoç ◽  
Önder Karakoç ◽  
Özgür Aktaş ◽  
Murat Arslan
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Emotional States ◽  
Face To Face ◽  
Content Analysis Method ◽  
Significant Difference ◽  
Statistical Program ◽  
Level Of Significance

Due to the COVID-19 pandemic, it was decided to conduct educational activities online and the burnout status of teachers who suddenly switched to distance education became a matter of curiosity. This study was carried out to examine the burnout levels of physical education and sports teachers during the Covid-19 period and to examine possible changes that may occur after this process by getting information about how they will approach their profession. profession and students. In this context, the research group consists of 210 physical education and sports teachers, 142 men and 68 women. These teachers took a break from face-to-face education due to the pandemic and continued their lessons with online education. The Maslach Burnout Inventory and 3 semi-structured questions were used to find out the emotional states of physical education and sports teachers and how they approached students during and after the pandemic. IBM SPSS 22 statistical program was used in the analysis of the data obtained from the scale. Analysis of normality showed that the data were normally distributed. Parametric test independent samples t-test was used to compare paired groups, one-way ANOVA was used to compare more than two groups and the level of significance was accepted as (p)<.05. In addition, the content analysis method was used in the analysis of the data obtained from the semi-structured interview form. The results showed that physical education and sports teachers participating in the study experienced moderate burnout. It was determined that the most negatively affected aspect of teachers was emotional exhaustion during the Covid-19 pandemic. There was no significant difference between the burnout levels of physical education and sports teachers according to the variables of gender, age, professional seniority, the type of sports they do. Physical education and sports teachers stated that they missed their students and they wanted face-to-face education to start at school, while more than half of the teachers stated that their attitudes to students will change after the pandemic.

scholarly journals Pre-school teaching students’ opinions on distance education: Preferences and emotional states

2021 ◽  
Vol 16 (6) ◽  
pp. 2901-2915
Author(s):  
Mehmet Sahin Akinci
Keyword(s):  
Distance Education ◽  
Music Education ◽  
Undergraduate Students ◽  
Economic Status ◽  
Preschool Education ◽  
Emotional States ◽  
Face To Face ◽  
Music Lessons ◽  
School Teaching ◽  
Descriptive Survey

The COVID-19 pandemic, which has created obstacles in all areas of social and daily life since 2020, has completely prevented educational activities and caused drastic changes.  Following the start of the COVID-19 restrictions, preschool education undergraduate students continued to take their music lessons with the distance education applications. It can be said that all of the students continued their distance education activities in these conditions with different socio-economic characteristics, physical opportunities and emotional diversity. In this study, which aims to examine the distance education applications offered to undergraduate students who have taken music lessons through distance education, in terms of their individual preferences and emotional conditions, 103 preschool teaching students took part as participants. The data of the research were obtained through the questionnaire prepared by the researcher and studied with the descriptive survey model. Some of the findings obtained in the research were that 60.2% of the participants’ would have preferred face-to-face education if they had a choice in the restrictions, and that there was a significant relationship between participants’ being psychologically impacted from the news they watched, their longing for their lives before the lockdown days and their economic status.   Keywords: COVID-19, education, music education, preschool teaching, distanced education.

scholarly journals “I Want My Mum to Know That I Am a Good Guy …”: A Thematic Analysis of the Accounts of Adolescents Who Exhibit Child-to-Parent Violence in the United Kingdom

2020 ◽  
pp. 088626052092631
Author(s):  
Alexandra Papamichail ◽  
Elizabeth A. Bates
Keyword(s):  
United Kingdom ◽  
Participant Observation ◽  
Community Sample ◽  
Violent Behavior ◽  
Emotional Dysregulation ◽  
Emotional States ◽  
Childhood Experiences ◽  
Face To Face ◽  
The United Kingdom ◽  
Areas Of Interest

This qualitative study explores child-to-parent violence (CPV) in the United Kingdom based on the accounts of adolescents who exhibit this type of family violence. The key areas of interest concern the familial relationships and contexts within which adolescents are embedded, and their perceptions about their emotional states and how these interplay with CPV. Eight participants were recruited in total from a community sample from two different intervention programs aiming to tackle CPV in England. Methods included participant-observation, face-to-face interviews, and handwritten interviews; all data were analyzed thematically. Results suggest that CPV is linked with adverse childhood experiences (ACEs), unsatisfactory relationships with parents, perceived emotional rejection from parents, and emotional dysregulation in young people. In this study, violent behavior was directed not only against mothers but in all cases against siblings and stepfathers. The findings address the complexity of the subject and the need for tailored, evidence-based interventions in the field of CPV.

scholarly journals Learning analytics in higher education: an analysis of case studies

2017 ◽  
Vol 12 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Billy Tak Ming Wong
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Learning Analytics ◽  
Research Work ◽  
Emotional States ◽  
Students At Risk ◽  
Content Type ◽  
Face To Face ◽  
Expected Benefits ◽  
Learning Behaviours

Purpose The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.

scholarly journals Critical skill of teaching: learning the cognitive and emotional states of our students during class

2021 ◽  
Vol 45 (1) ◽  
pp. 59-60
Author(s):  
Heidi L. Lujan ◽  
Amit Raizada ◽  
Stephen E. DiCarlo
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Emotional State ◽  
Body Language ◽  
Cognitive Effort ◽  
Emotional States ◽  
Face To Face ◽  
Positive Attitudes ◽  
Face To Face Instruction ◽  
Teaching Learning

There has been an increased reliance on prerecorded lectures as a source of learning in place of live lectures in higher education. However, we must appreciate that our students send countless intended and unintended messages during class that relate to their cognitive and emotional states. Shaping productive learning experiences requires understanding their cognitive and emotional states by interpreting their statements, actions, and body language in real time. This can only occur with face-to-face instruction and makes it possible to tailor the class to the students’ needs. Becoming aware of the students’ cognitive and emotional state by listening and learning their body language is fundamental to teaching, as it will alert educators to cognitive effort and attention, surprise, or uncertainty, as well as a range of emotions, including confusion. Without an understanding of the students cognitive and emotional states, we lose our ability to structure conversations or to reinforce difficult concepts and important ideas in real time. We also lose our ability to adjust on the fly and modify instruction on the basis of the needs of our students. Thus, learning the cognitive and emotional states of our students during class is an essential skill of teaching and the critical means that a teacher uses to promote understanding and positive attitudes about education.

Artificial Intelligence Supported Non-Verbal Communication for Enriched Collaboration in Distributed E-Research Environments

2012 ◽  
pp. 135-164 ◽  
Author(s):  
Paul Smith ◽  
Sam Redfern
Keyword(s):  
Artificial Intelligence ◽  
Virtual Teams ◽  
Initial Study ◽  
Expression Recognition ◽  
Emotional States ◽  
Remote Work ◽  
Team Members ◽  
Face To Face ◽  
Innovative Solution ◽  
Impaired Awareness

In face-to-face work, discussion and negotiation relies strongly on non-verbal feedback, which provides important clues to negotiation states such as agreement/disagreement and understanding/confusion, as well as indicating the emotional states and reactions of those around us. With the continued rise of virtual teams, collaboration increasingly requires tools to manage the reality of distributed e-research and remote work, which is often hampered by a lack of social cohesion and such phenomena as participant multitasking. This chapter discusses important concepts and current issues related to remote research teams and discusses current research in the use of Automatic Facial Expression Recognition Systems (AFERS) in solving some of the inherent problems of the existing online collaboration tools used to support collaborative and distributed research and work. The later half of this chapter describes a proof-of-concept artificial intelligence based software agent (Emotion Tracking Agent, or ETA) developed by the authors for the monitoring of presence and the emotional states of co-workers in virtual research meetings. The agent is intended as an innovative solution to the impaired awareness and attention resulting from continuous task switching or multitasking behaviours of collaborating remote team members. The ETA was developed and integrated into a CVE (Collaborative Virtual Environment), where an initial study was conducted to analyse its benefits and impact on the communicating participants. This chapter describes the results of this study and their implications for the future of distributed e-research and remote work.

scholarly journals Gamification during Covid-19: Promoting active learning and motivation in higher education

2021 ◽  
Vol 37 (5) ◽  
pp. 43-60
Author(s):  
Elvira G. Rincon-Flores ◽  
Brenda N. Santos-Guevara
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Emotional States ◽  
Student Interactions ◽  
Face To Face ◽  
Teacher Student ◽  
Virtual Instruction ◽  
Global Pandemic ◽  
Mode Of Instruction ◽  
And Performance

Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. Implications for practice or policy: Gamification using a reward-based system promoted active class participation and improved student performance after the transition from face-to-face to virtual instruction required as a result of the global pandemic. Systemic recognition in a reward-based system improved the participants' emotional states, reducing their anxiety and the feeling of isolation caused by the pandemic, and leading to student engagement with . Gamification works as an accompaniment for students to help the increasement of teacher-student and student-student interactions.

scholarly journals Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19

2021 ◽  
Vol 11 (1) ◽  
pp. 148
Author(s):  
Halim Güner
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Undergraduate Education ◽  
University Education ◽  
Survey Method ◽  
First Year ◽  
Emotional States ◽  
First Year Students ◽  
Face To Face ◽  
The Future

The Covid-19 pandemic continues to be negatively effective in many areas of life. It has also affected the face-to-face education of 2020 fall semester. In Turkey, Students who have recently entered the university in 2020 started their undergraduate education with distance education like upper grade students. However, the fact that the first graders fell into the distance education system before experiencing university life and without knowing their teachers and friends created different emotional mood. The aim of this study is to analyze the emotional mood of students who have just get into university and have to start their undergraduate education with distance education. Exploratory sequential mixed method is used as a method of this study. Phenomenology method is used the first stage of the method and the survey method is used as the second stage of the method. A total of 18 fresh students (12 female and 6 male) in the departments of Faculty of Education and Faculty of Sport Sciences of Mus Alparslan University were the sample group of the qualitative stage. And 141 students (87 female and 54 male) were the sample of the quantitative stage. As a result of the qualitative analysis, the emotional moods of the students were grouped under four sub-themes: emotion of shock, unfamiliarity with the system, emotion of curiosity and anxiety for the future. First-year students stated that they experienced feelings of shock such as sadness and anxiety when they learned that they would start university with distance education instead of face-to-face education. The students stated that they wondered about the method of teaching the lessons, whether the lessons would be efficient, how the exams would take place, that they were unfamiliar with the system, and that they were worried about the future due to all these uncertainties. According to the analyzes obtained from the survey, it is understood from the answers that the 141 participant students experienced emotional states similar to the results obtained in qualitative findings at a rate of 90% and above. Only the rate of students experiencing an emotion of shock was 64.5% and the rate of experiencing future anxiety was 85.8%. As a result, it was understood from the analyses that qualitative and quantitative results were parallel to each other.

Face-to-Face

1992 ◽  
Vol 1 (2) ◽  
pp. 11-12 ◽  
Author(s):  
James Jerger
Keyword(s):  
Face To Face
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