Evaluating Students’ Emotional Response in Mobile Learning Using Kansei Engineering

2018 ◽  
pp. 801-810 ◽  
Author(s):  
Sakhllah Zubir ◽  
Fauziah Redzuan
Keyword(s):  
Mobile Learning ◽  
Emotional Response ◽  
Kansei Engineering

scholarly journals Ingeniería Kansei aplicada al diseño lumínico de espacios emocionales = Kansei engineering in the lighting design of emotional spaces.

2016 ◽  
Vol 2 (1) ◽  
pp. 7
Author(s):  
Nuria Castilla ◽  
Carmen Llinares ◽  
Blanca Vicente
Keyword(s):  
Emotional Response ◽  
Lighting Design ◽  
User Studies ◽  
User Needs ◽  
Trial And Error ◽  
Kansei Engineering ◽  
End User ◽  
The World ◽  
Space Projects ◽  
The Will

Resumen Tradicionalmente, cuando se proyecta la iluminación de un determinado espacio se hace intuitivamente, mejorando el diseño mediante el método de prueba y error, basándose únicamente en la propia voluntad o en las propias preferencias y sin tener en cuenta los conocimientos de la investigación en iluminación o las necesidades y las preferencias del usuario final. En ocasiones, este sistema deviene costoso e ineficiente ya que toda la responsabilidad del diseño recae en la voluntad de los diseñadores. Por otro lado, la investigación en iluminación también ha estado alejada del mundo del diseñador de la iluminación y del usuario. Los estudios que han tratado de analizar la respuesta de los usuarios ante el ambiente luminoso proceden del ámbito de la psicología o de la ingeniería y no han tenido en cuenta en sus estudios los parámetros del diseño luminoso que puedan dar respuesta a las necesidades del usuario. El objeto del presente trabajo es proponer una metodología que mediante el uso de la Ingeniería Kansei evalúe la respuesta emocional de los usuarios ante la iluminación con el objeto de diseñar espacios iluminados emocionalmente eficientes. La metodología propuesta puede tener importantes implicaciones en la eficiencia energética de los edificios ya que permite conocer la respuesta del usuario ante distintas características de la iluminación y concentrar los esfuerzos en aquellos parámetros que realmente sean apreciados por los usuarios.Abstract Traditionally, when lighting a given space projects is done intuitively, improving the design by the method of trial and error, based solely on his own will or individual preferences and regardless of knowledge of research in lighting or the needs and preferences of the end user. Sometimes, this system becomes costly and inefficient since all design responsibility lies with the will of the designers. On the other hand, research in lighting has also been removed from the world of lighting designer and user. Studies that have tried to analyze the user response to the bright atmosphere come from the field of psychology or engineering and have not taken into account in studying the parameters of light design that can respond to user needs. The purpose of this paper is to propose a methodology using Kansei Engineering assess the emotional response of users to the lighting in order to design efficient emotionally lit spaces. The proposed methodology can have important implications for the energy efficiency of buildings since it allows the user to know the answer to different lighting features and concentrate efforts on those parameters that are really appreciated by users. 

scholarly journals Emotional augmented reality-based mobile learning design elements: a kansei engineering approach

2019 ◽  
Vol 14 (1) ◽  
pp. 413 ◽  
Author(s):  
Fauziah Redzuan ◽  
An-Nur Atiqah Khairuddin ◽  
Nor Aziah Daud
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Principal Component ◽  
Semantic Space ◽  
Learning Material ◽  
Kansei Engineering ◽  
Learning Materials ◽  
Study Objective ◽  
Design Elements ◽  
Mobile Ar

<span>In recent times, various studies have shown that Augmented Reality (AR) will be the next wave of online learning. This is because of the advent of powerful smartphones that has changed user experiences, thereby able to increase the capability of AR. There has been much concentration in previous studies on cognition towards the use of AR in education, in which little consideration has been given to emotions which is also an important aspect in learning. Based on this, the present research aims to identify salient connections between emotions and design elements of AR-based mobile learning material through the application of the Kansei Engineering (KE) approach. In order to achieve this study objective, the use of a human heart in relation to the mobile AR application of the KE approach was adopted in this research as a case study, in which seven specimens of the mobile AR application were evaluated including 55 emotions of Kansei Words (KW). Additionally, the kansei evaluation experiment of this study was carried out by 28 students from one of the public universities, after which the data were analysed using Factor and Principal Component Analysis. The results of this study show the important pillars of emotions or Kansei semantic space of emotions for AR-based mobile learning materials. Based on Factor Analysis, it revealed four main pillars; <em>professional-motivated</em>, <em>confused</em>, <em>wandering-thrilled</em>, <em>challenging</em> and one additional pillar; <em>trustable</em>. Besides that, this research also described design elements of AR-based mobile learning material that might evoke specific emotions based on the identified pillars. Finally, the findings of this research are hoped to be applicable as a guide in design during preparation of AR-based mobile learning materials with affective elements in the future.</span>

scholarly journals Emotional responses in augmented reality based M-learning applications using Kansei engineering for secondary school students

2021 ◽  
Vol 24 (3) ◽  
pp. 1846
Author(s):  
Farah Asyikin Jasmy ◽  
Fauziah Redzuan ◽  
Rogayah Abdul Majid ◽  
Norisan Abd Karim
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Emotional Responses ◽  
Partial Least Square ◽  
Least Square ◽  
Kansei Engineering ◽  
Design Elements ◽  
Pls Analysis

Design that evoked emotions are one of the main concerning issues in developing mobile applications for online learning in general and for augmented reality (AR) based mobile learning applications in specific. Emotional design could attract users by creating different feelings while using AR-based mobile learning applications. Suitable emotions related to design could motivate students towards fascinating learning experiences. The aim of this research is to evaluate the emotional responses of the students based on different designs in AR-based mobile learning applications using Kansei engineering technique. In this research, about thirty-two students from secondary school were involved in an experiment to identify the Kansei (emotion) words for AR-based mobile applications. The data gathered were analysed using factor analysis (FA), principal component analysis (PCA), and partial least square (PLS) analysis. The results revealed four important pillars of emotions or known as Kansei semantic space such as challenging-thinking, motivated, humorous, preoccupied and also touched as an additional pillar. Based on the PLS analysis of design elements of AR-based mobile learning applications suggested specific design and emotions based on the pillars. In conclusion, this research is motivated to give affective formulae that would guide the design of AR-based mobile learning materials in the future.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Emotional Response Paradigm

1972 ◽  
Vol 17 (4) ◽  
pp. 210-211
Author(s):  
PHILIP G. ZIMBARDO
Keyword(s):  
Emotional Response
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