APM Welcome, APM North West Network Conference, Synergies Across Sectors
Affective Subject Interacting in the ROODA Virtual Learning Environment
1. World Computer Congress
Brisbane 2010
In Search of the Affective Subject
Interacting in the ROODA Virtual
Learning Environment
Magalí Teresinha Longhi
Patrícia Alejandra Behar
Magda Bercht
2. Overview
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 subject
2. Interactions in ROODA VLE
3. Final considerations
3. Location
Brisbane,
QLD, Porto Alegre,
Australia RS,
Brazil
Federal University of Education SChool
Rio Grande do Sul
4. ROODA VLE
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.
5. ROODA VLE
http://www.ead.ufrgs.br/rooda
Chat
Connection interface
Forum
6. General motivation
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.
7. Our research
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.
8. Subjects in Piaget´s theory
Construction of studied Cognitive
knowledge Development
established
Genetic
Epistemology
Study of the cognitive
mechanisms of our species
(Epistemic Subject)
and of individuals
(Psychological Subject)
9. Subject and environment interaction
PSYCHOLOGICAL
SUBJECT SETTING
Social People or
subject individual
Affective Cognitive Institutional rules
subject subject
Biophysiological Natural
subject Objects
Artificial
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]
10. Psychological subject
This subject internalizes habits,
social rules and prohibitions.
Social
subject
PSYCHOLOGICAL Affective Cognitive
SUBJECT subject subject
Biophysiological
subject
This subject affects all activities While the subject acts, it acquires
in the form of emotions, feelings, knowledge of itself and the
preferences. environment.
This subject is responsible for dealing with bio-
physiological functions (genetics, neurology,
neurobiology, biochemistry, etc.).
11. 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]
12. 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]
13. Cognitive and affective subject
Conceptual stage
Affective Cognitive
Subject Subject
Affective
openness and balance Meta-reflections
Body Body
sensations movements
Sensori-motor stage
M. T. Longhi, P. A. Behar & M. Bercht (2010). The affective subject and Virtual Learning Environments. IADIS-EL.
14. Scherer´s theory
The relationship between emotion and cognition
Conceptual level
(conscious and acquired processes)
Schematic level
(unconscious and acquired processes)
Sensori-motor level
(unconscious and innate processes)
H. Leventhal & K. R Scherer. (1987). The relationship of emotion to cognition: A functional approach to a semantic
controversy. Cognition & Emotion.
15. Scherer´s Component Process Model
(CPM)
Organic components
CNS
CNS,
NES,
ANS
CNS
SNS
CNS
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
16. Affective phenomena by Scherer
“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).
K. R. Scherer (2005). What are emotions? And how can they be measured?, Social Science Information.
17. Mood Mapping
High control
Proud,
gratified,...
Exalted,
in high spirits
Being dissatisfied Being satisfied
Happy,
cheerful,...
Pleased,
Content,...
Unpleasant Pleasant
Being uninterested Being interested
Low control
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)
18. ROODA VLE Subject
ROODA-SUBJECT
(student, teacher, tutor) ROODA VLE
Social
subject ROODA Users
(students, teachers,
tutors)
Affective Cognitive
subject subject
VLE rules
Tools or
Biophysiological Technological functionalities
subject subject
It makes reference to the technological knowledge for
communicating and experiencing presence perception in the virtual
environment.
Bassani, P. B. S., 2006. Phd Thesis. Mapeamento das interações em ambiente virtual de aprendizagem: uma
possibilidade para avaliação em educação a distância.
21. Final considerations
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.
22. 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 recognize
student’s moods in ROODA VLE.
