scholarly journals ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE

2015 ◽  
Author(s):  
Ruili Wang ◽  
Hokyoung Ryu ◽  
Norliza Katuk
Keyword(s):  
Prior Knowledge ◽  
Computer Network ◽  
Function Analysis ◽  
Statistical Tests ◽  
Affective State ◽  
Self Report ◽  
Learning Performance ◽  
Affective States ◽  
Positive Effects ◽  
Computer Based

Students’ cognitive-affective states are human-elements that are crucial in the design of computer-based learning (CBL) systems. This paper presents an investigation of students’ cognitiveaffective states (i.e., engaged concentration, anxiety, and boredom) when they learn a particular course within CBL systems. The results of past studies by other researchers suggested that certain cognitive-affective states; particularly boredom and anxiety could negatively infl uence learning in a computer-based environment. This paper investigates the types of cognitive-affective state that students experience when they learn through a specifi c instance of CBL (i.e., a content sequencing system). Further, research was carried to understand whether the cognitive-affective states would infl uence students’ performance within the environment. A one-way between-subject-design experiment was conducted utilizing four instruments (i) CBL systems known as IT-Tutor for learning computer network, (ii) a pre-test, (iii) a post-test, and (iv) self-report inventory to capture the students’ cognitive-affective states. A cluster analysis and discriminant function analysis were employed to identify and classify the students’ cognitiveaffective states. Students were classifi ed according to their prior knowledge to element the effects of it on performance. Then, non-parametric statistical tests were conducted on different pairs of cluster of the cognitive-affective states and prior knowledge to determine differences on students’ performance. The results of this study suggested that all the three cognitive-affective states were experienced by the students. The cognitive-affective states were found to have positive effects on the students’ performance. This study revealed that disengaged cognitive-affective states, particularly boredom can improve learning performance for lowprior knowledge students.  

scholarly journals The Emotional Experience behind Sexually Offending in Context

2017 ◽  
Vol 55 (2) ◽  
pp. 242-277 ◽  
Author(s):  
Benoit Leclerc ◽  
Marie Rosenkrantz Lindegaard
Keyword(s):  
Sexual Offenders ◽  
Emotional Experience ◽  
Affective State ◽  
Self Report ◽  
Bivariate Analysis ◽  
Future Research ◽  
Affective States ◽  
Sexual Crime ◽  
The Impact ◽  
Crime Event

Objectives: The current study focused on the role of affective states in adult sexual offending. We look at the prevalence of a range of affective states throughout sexual crime events. We break down the crime event into three stages—immediately before, during, and after the offense. We examine transitions of affective states—stage by stage—but also across victims. Finally, we investigate the impact of situational factors on affective states. Method: The sample consisted of a total of 553 adult males who had been convicted of a sexual offense. Self-report data on sexual crime events were collected from these offenders. Apart from descriptive and bivariate analysis, “affective state-switching patterns” are investigated through transition matrices. Results: Findings show large variations in affective states before, during, and after the offense but show little variation across victims. Alcohol usage and offender–victim relationship were related to affective states of offenders. Conclusions: We conclude that the found association between affective states and decision-making of sexual offenders calls for more research on within crime event variations especially, and future research should focus on causal mechanisms related to affective states.

Associations Between Self-Report of Emotional State and the EEG Patterns in Affective Disorders Patients

2010 ◽  
Vol 24 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Miroslaw Wyczesany ◽  
Jan Kaiser ◽  
Anton M. L. Coenen
Keyword(s):  
State Energy ◽  
Emotional State ◽  
Spectral Power ◽  
Bipolar Affective Disorder ◽  
Affective State ◽  
Manic Episode ◽  
High Energy ◽  
Self Report ◽  
Major Depressive ◽  
High Tension

The study determines the associations between self-report of ongoing emotional state and EEG patterns. A group of 31 hospitalized patients were enrolled with three types of diagnosis: major depressive disorder, manic episode of bipolar affective disorder, and nonaffective patients. The Thayer ADACL checklist, which yields two subjective dimensions, was used for the assessment of affective state: Energy Tiredness (ET) and Tension Calmness (TC). Quantitative analysis of EEG was based on EEG spectral power and laterality coefficient (LC). Only the ET scale showed relationships with the laterality coefficient. The high-energy group showed right shift of activity in frontocentral and posterior areas visible in alpha and beta range, respectively. No effect of ET estimation on prefrontal asymmetry was observed. For the TC scale, an estimation of high tension was related to right prefrontal dominance and right posterior activation in beta1 band. Also, decrease of alpha2 power together with increase of beta2 power was observed over the entire scalp.

An Alternative to Self-Reports of Trait and State Affect

2014 ◽  
Vol 30 (3) ◽  
pp. 231-237 ◽  
Author(s):  
Markus Quirin ◽  
Regina C. Bode
Keyword(s):  
Self Report ◽  
Factorial Validity ◽  
Artificial Language ◽  
Cognitive Representation ◽  
Affective States ◽  
Novel Variants ◽  
Self Reports ◽  
State Affect ◽  
Affective Experiences ◽  
Automatic Activation

Self-report measures for the assessment of trait or state affect are typically biased by social desirability or self-delusion. The present work provides an overview of research using a recently developed measure of automatic activation of cognitive representation of affective experiences, the Implicit Positive and Negative Affect Test (IPANAT). In the IPANAT, participants judge the extent to which nonsense words from an alleged artificial language express a number of affective states or traits. The test demonstrates appropriate factorial validity and reliabilities. We review findings that support criterion validity and, additionally, present novel variants of this procedure for the assessment of the discrete emotions such as happiness, anger, sadness, and fear.

scholarly journals Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 558
Author(s):  
David Valiente ◽  
Héctor Campello-Vicente ◽  
Emilio Velasco-Sánchez ◽  
Fernando Rodríguez-Mas ◽  
Nuria Campillo-Davo
Keyword(s):  
Statistical Tests ◽  
Group Testing ◽  
Test Group ◽  
Historical Record ◽  
Team Work ◽  
University Education ◽  
Learning Performance ◽  
Control Group ◽  
Face To Face ◽  
The Impact

University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

scholarly journals Risk Factors for Oral Health in Anorexia Nervosa: Comparison of a Self-Report Questionnaire and a Face-to-Face Interview

2021 ◽  
Vol 18 (8) ◽  
pp. 4212
Author(s):  
Hélène Rangé ◽  
Alice Pallier ◽  
Aminata Ali ◽  
Caroline Huas ◽  
Pierre Colon ◽  
...  
Keyword(s):  
Risk Factors ◽  
Anorexia Nervosa ◽  
Oral Health ◽  
Statistical Tests ◽  
The Self ◽  
Self Report ◽  
Short Version ◽  
Oral Diseases ◽  
Face To Face ◽  
Local Risk

Behavioral, nutritional, and local risk factors for oral health are frequent in people with anorexia nervosa. However no self-report questionnaire is available for screening in clinical practice or for research purposes. The objective of this study was to design a questionnaire to identify risk factors and symptoms of oral diseases and to test its reliability as a self-report form among people with anorexia nervosa. A 26-item questionnaire was designed based on a sound literature review performed by a group of dentists, psychiatrists, and epidemiologists specialized in the field of eating disorders. Sixty-nine anorexia nervosa inpatients (mean age 18.72 ± 5.1) were included from four specialized units. The questionnaire was first self-reported by the patients, then the same questionnaire was administrated by a dentist during a structured face-to-face interview as the gold standard. The concordance between the two forms was evaluated globally and item per item using Cohen’s kappa statistical tests. The overall concordance between the self-report questionnaire and the face-to-face structured interview was 55%. Of the 26 items, 19 showed significant concordance. Items relating to water intake, extracted teeth, gingival status, and oral hygiene had the best concordance (all kappa coefficients > 0.4). A questionnaire that identifies risk factors and symptoms of oral diseases in anorexia nervosa was developed and tested. The 26-item form of the questionnaire (long version) is moderately reliable as a self-reported form. A short version of the questionnaire, including the 10 most reliable items, is recommended for oral risk assessment in patients with anorexia nervosa. The clinical value of the self-administered questionnaire remains to be evaluated.

scholarly journals Towards estimating affective states in Virtual Reality based on behavioral data

2021 ◽  
Author(s):  
Valentin Holzwarth ◽  
Johannes Schneider ◽  
Joshua Handali ◽  
Joy Gisler ◽  
Christian Hirt ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Adaptive Systems ◽  
User Study ◽  
Affective State ◽  
Head Movements ◽  
Affective States ◽  
Physical Demand ◽  
Perceived Performance ◽  
Sequential Administration ◽  
Better Than

AbstractInferring users’ perceptions of Virtual Environments (VEs) is essential for Virtual Reality (VR) research. Traditionally, this is achieved through assessing users’ affective states before and after being exposed to a VE, based on standardized, self-assessment questionnaires. The main disadvantage of questionnaires is their sequential administration, i.e., a user’s affective state is measured asynchronously to its generation within the VE. A synchronous measurement of users’ affective states would be highly favorable, e.g., in the context of adaptive systems. Drawing from nonverbal behavior research, we argue that behavioral measures could be a powerful approach to assess users’ affective states in VR. In this paper, we contribute by providing methods and measures evaluated in a user study involving 42 participants to assess a users’ affective states by measuring head movements during VR exposure. We show that head yaw significantly correlates with presence, mental and physical demand, perceived performance, and system usability. We also exploit the identified relationships for two practical tasks that are based on head yaw: (1) predicting a user’s affective state, and (2) detecting manipulated questionnaire answers, i.e., answers that are possibly non-truthful. We found that affective states can be predicted significantly better than a naive estimate for mental demand, physical demand, perceived performance, and usability. Further, manipulated or non-truthful answers can also be estimated significantly better than by a naive approach. These findings mark an initial step in the development of novel methods to assess user perception of VEs.

scholarly journals The Interpretation of E-Motions in Faces and Bodies Derived from Static Artworks by Individuals with High Functioning Autistic Spectrum

Vision ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 17
Author(s):  
Maria Elisa Della-Torre ◽  
Daniele Zavagno ◽  
Rossana Actis-Grosso
Keyword(s):  
Positive Emotions ◽  
Emotional Experience ◽  
Affective State ◽  
Likert Scale ◽  
Autism Spectrum ◽  
Emotional Expressions ◽  
Affective States ◽  
Dynamic Component ◽  
Specific Emotion ◽  
Similar Range

E-motions are defined as those affective states the expressions of which—conveyed either by static faces or body posture—embody a dynamic component and, consequently, convey a higher sense of dynamicity than other emotional expressions. An experiment is presented, aimed at testing whether e-motions are perceived as such also by individuals with autism spectrum disorders (ASDs), which have been associated with impairments in emotion recognition and in motion perception. To this aim we replicate with ASD individuals a study, originally conducted with typically developed individuals (TDs), in which we showed to both ASD and TD participants 14 bodiless heads and 14 headless bodies taken from eleven static artworks and four drawings. The Experiment was divided into two sessions. In Session 1 participants were asked to freely associate each stimulus to an emotion or an affective state (Task 1, option A); if they were unable to find a specific emotion, the experimenter showed them a list of eight possible emotions (words) and asked them to choose one from such list, that best described the affective state portrayed in the image (Task 1, option B). After their choice, they were asked to rate the intensity of the perceived emotion on a seven point Likert scale (Task 2). In Session 2 participants were requested to evaluate the degree of dynamicity conveyed by each stimulus on a 7 point Likert scale. Results showed that ASDs and TDs shared a similar range of verbal expressions defining emotions; however, ASDs (i) showed an impairment in the ability to spontaneously assign an emotion to a headless body, and (ii) they more frequently used terms denoting negative emotions (for both faces and bodies) as compared to neutral emotions, which in turn were more frequently used by TDs. No difference emerged between the two groups for positive emotions, with happiness being the emotion better recognized in both faces and in bodies. Although overall there are no significant differences between the two groups with respect to the emotions assigned to the images and the degree of perceived dynamicity, the interaction Artwork x Group showed that for some images ASDs assigned a different value than TDs to perceived dynamicity. Moreover, two images were interpreted by ASDs as conveying completely different emotions than those perceived by TDs. Results are discussed in light of the ability of ASDs to resolve ambiguity, and of possible different cognitive styles characterizing the aesthetical/emotional experience.

Eye movement desensitisation and reprocessing versus exposure in vivo

1997 ◽  
Vol 171 (1) ◽  
pp. 82-86 ◽  
Author(s):  
Peter Muris ◽  
Harald Merckelbach ◽  
Hans Van Haaften ◽  
Birgit Mayer
Keyword(s):  
Eye Movement ◽  
Skin Conductance ◽  
Skin Conductance Level ◽  
Specific Phobia ◽  
Self Report ◽  
Post Traumatic Stress ◽  
Positive Effects ◽  
Additional Value ◽  
Conductance Level

BackgroundEye movement desensitisation and reprocessing (EMDR) is a relatively new therapeutic technique that has been proposed as a treatment for post-traumatic stress disorder and other anxiety complaints.MethodWe compared the efficacy of EMDR with that of exposure in viv. in the treatment of a specific phobia. Twenty-two spider-phobic children who met the DSM – III – R criteria for specific phobia participated in the study. Children were treated with one session of exposure in viv. and one session of EMDR in a crossover design. Treatment outcome was evaluated by self-report measures, a behavioural avoidance test and a physiological index (skin conductance level).ResultsResults showed positive effects of EMDR, but also suggest that it is especially self-report measures that are sensitive to EMDR. Improvement on a behavioural measure was less pronounced, and exposure in viv. was found to be superior in reducing avoidance behaviour. With regard to skin conductance level, EMDR and exposure in viv. did not differ.ConclusionsEMDR has no additional value in treatment of this type of animal phobia, for which exposure in viv. is the treatment of choice.

Weatherwise: Evaluation of a Cue-Based Training Approach for the Recognition of Deteriorating Weather Conditions during Flight

2003 ◽  
Vol 45 (2) ◽  
pp. 337-345 ◽  
Author(s):  
Mark Wiggins ◽  
David O'Hare
Keyword(s):  
Decision Making ◽  
Significant Proportion ◽  
Evaluation Process ◽  
Weather Conditions ◽  
The United States ◽  
Training System ◽  
General Aviation ◽  
Self Report ◽  
Computer Based Training ◽  
Computer Based

Inappropriate and ineffective weather-related decision making continues to account for a significant proportion of general aviation fatalities in the United States and elsewhere. This study details the evaluation of a computer-based training system that was developed to provide visual pilots with the skills necessary to recognize and respond to the cues associated with deteriorating weather conditions during flight. A total of 66 pilots were assigned to one of two groups, and the evaluation process was undertaken at both a self-report and performance level. At the self-report level, the results suggested that pilots were more likely to use the cues following exposure to the training program. From a performance perspective, there is evidence to suggest that cue-based training can improve the timeliness of weather-related decision making during visual flight rules flight. Actual or potential applications of this research include the development of computer-based training systems for fault diagnosis in complex industrial environments.

scholarly journals Effects of Classroom Activities on Affective State—A Comparison of Third and Fifth Graders

2016 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Michael Fartoukh ◽  
Lucile Chanquoy
Keyword(s):  
Academic Performance ◽  
Educational Psychology ◽  
Grade Level ◽  
Fifth Graders ◽  
Affective State ◽  
Third Graders ◽  
Cognitive Resources ◽  
Affective States ◽  
Classroom Activities ◽  
School Day

<p>We analysed the influence of classroom activities on children’s affective states. Children perform many different activities in the course of an ordinary school day, some of which may trigger changes in their affective state and thus in the availability of their cognitive resources and their degree of motivation. To observe the effects of two such activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39 third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed that this state varied from one activity to another, and was also dependent on grade level. Third graders differed from fifth graders in the feelings elicited by the activities. The possible implications of these findings for the field of educational psychology and children’s academic performance are discussed.</p>

Sign in / Sign up

Export Citation Format

Share Document