V Jornadas eMadrid sobre “Educación Digital”. Jesús G. Boticario, Universidad Nacional de Educación a Distancia: Sistemas recomendadores afectivos basados en modelado de usuario
V Jornadas eMadrid sobre “Educación Digital”. Jesús G. Boticario, Universidad Nacional de Educación a Distancia: Sistemas recomendadores afectivos basados en modelado de usuario. 2015-06-30
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V Jornadas eMadrid sobre “Educación Digital”. Jesús G. Boticario, Universidad Nacional de Educación a Distancia: Sistemas recomendadores afectivos basados en modelado de usuario
13. CSCL:The CLFA
User profiles
Participative, Insightful, Useful, Non-
collaborative,With-initiative,
Communicative
Thinker-out, Unsecure, Gossip,
Inspirable, Inspiring,Thorough
Forum conversations started Forum messages sent Replies to student interactions
N_thrd = ∑i
n(xi); x number of
threads started on day i and n a
set of days in the experience
N_msg = ∑i
n(xi); x number of
messages sent on day i and n a
set of days in the experience
N_r_thrd = number of
messages in the thread started
by user
M_thrd = average (N_thrd) =
(1/N)( ∑i
n(xi)); N number of
days in the experience
M_msg = average (N_msg) M_r_thrd = N_r_thrd / N_thrd
V_thrd = variance (N_thrd) V_msg = variance (N_msg) N_r_msg = number of replies
L_thrd = N_thrd /√V_thrd L_msg = N_msg /√V_msg M_r_msg = N_r_msg / N_msg
17. LMS-
EVAApoyo
autoría
Valoración
Necesidades
Accessibility
support
Upload and tagging
Accesibilidad
Recurso
Comunicación y soporte
Descripción de
necesidades
Evaluación
Adaptación
Recursos
Needs
Related
Guidance
Accessibility
Evaluation
& Guidance
Adaptation
Request &
Supervision
Trans-
formation
Tagging
Supervision
Feedback
Resource-Course
Feedback
Profesor
Estudiante
Estudiante
Personalised
resource
Bibliotecario
Técnico de
Transformación
Resource
Feedback
Resource
Feedback
UM
MR
CP
RS
Accesibilidad
Curso
Senior
Manager
Decision
Taking
DM
Framework
component
EU4ALL
eService
Técnico
Atención
discapacidad
18. UC-AI→ Accessibility / Context??
User who requests textual captions for the
audio on videos. ISO PNP
<accessForAllUser>
<content>
<adaptationPreference>
<adaptationType=”caption”/>
<originalAccessMode=”auditory/”>
<usage=”required”/>
<language=”eng”/>
</adaptationPreference>
</content>
</accessForAllUser>
19. UC-AI → Interoperability / scale-up??
CONTENT PERSONALIZATION
CP Service
UM
DM
MR
LMS
IMS-LIP
ISO-AfA
ISO-
DRD
CC/PP
Rules
File
SOAP
SOAP
SOAP
RESACCINFO
Service
SOAP
SOAP
• Isa
– Daisy as an alternative
to the SCORM
– Transcript for video
• Leo
– Sign language
– Subtitles for video
EU4ALL architecture components
CP: Content Personalization
UM: User Modeling
MR: Metadata Repository
DM: Device Model
LMS: Learning Management System (Moodle, dotLRN, Sakai)
21. Recommenders
The SERS approach
Extend e-learning services
with ANS
actions (read / contribute) on
platform objects
standard-based service oriented
architecture (IMS,W3C, ISO)
Recommendations model
Elements: type, content,
runtime information,
justification, recommendation
features
Support for eliciting
educational oriented Rec-s
TORMES methodology
▪ UCD based (ISO 9241-210)
TORMES methodology
Service oriented architecture
22. Example of Rec
Recommendation 1: Read the tutorial on how to use the platform
Object: tutorial Action: read
Content (text + link): “Visit the platform tutorial of the platform”
Title: “Access to the page with the platform tutorial”
Applicability conditions:
The learner is new to the platform
The learner has interacted with the platform several times
The learner has not accessed the tutorial
The learner has not contributed in any of the platform services
Restrictions:
There is a tutorial in the platform
Category:
technical
support
Stage:
getting used to the
platform
Origin:
tutor
Relevance:
4.2
Rationale: make the learner get familiarised with the platform
Explanation: “Since you are new to the platform and you have not yet used the
services available in the platform, you can access this tutorial to get familiarised
with the platform operation”
24. Recommenders
SERS Experiences
ID Description
R1 Choose a lesson to review
R2 Start the review of the concepts
R3 Review the concept estimated as less known
R4 Use the forum to share a doubt
R5 Read a thread of the forum with many posts
R6 Read the educators’ welcome message
R7 Change the avatar that represents
R8 Change the avatar that represents the learner
R9 Look at the learner conceptual model
R10 Look at the conceptual model of the class
R11 Log in to start the course for the first time
R12 Log in to keep reviewing the contents
Indicators Description p
avg_sessions participants who received recommendations spent more sessions in average 0.0362
avg_hits participants who received recommendations made more hits (visited more
pages) in average
0.0241
ratio<2days_period less participants from those who received recommendations entered less
than 2 days
0.0136
ratio_all_days_connected more participants from those who received recommendations had sessions
every day
0.0299
0.0150
avg_connection_window the connection window (number of days between the first day and the last
day) is larger in average for those who received recommendations
0.0019
avg_days_to_enter participants who received recommendations waited less days in average to
enter the module
0.0206
avg_days_to_end participants who received recommendations spent more days in average 0.0169
avg_days_connected participants who received recommendations connected in average more
days
0.0357
P values for Engagement
Indicators Description R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12
ratio_all_correct_answers
Percentage of learners who
answered all questions
correctly
+ + + + + + + +
avg_correct_answers
Average of questions
answered correctly by the
learners
+ + + + + + + + + + +
Knowledge acquisition confidence level 95%
28. Wrap up: State of the Art
→ Identify research gaps
Psychology Computer Science
Learning
technologies
Parasympathetic
Nervous System
Physiological signals
Emotion theories
Signal Processing
Interaction indicators
AffectiveComputing
Data Mining
Learner Modelling
IntelligentTutoring
Systems
Ubiquitous learning
29. Large Scale Experience (≈ 80 users / 4Tb)
Sensor belt with the following
sensors: Electrocardiogram
(ECG), Galvanic Skin Response
(GSR), Respiratory Rate (RR),
and Blood Pressure (BP)
Kinect for Windows for face
features extraction
Webcam (with integrated
microphone) and infrared-light
webcam
Keyboard and mouse (via a
keylogger and a mouse tracker)
Questionnaires: General Self-
Efficacy Scale (GSE), PANAS,
BFI, SAM
35. Affect Reports
Me he divertido resolviendo los ejercicios
Me he sentido orgulloso/a por haber sido
capaz de resolver los ejercicios
Me he sentido enfadado/a por la dificultad de
los ejercicios
Me he puesto nervioso al enfrentarme a la
resolución de los ejercicios
Me he sentido avergonzado por no ser capaz
de resolver los ejercicios
Me he desesperado tratando de hallar la
solución de los ejercicios
Me he aburrido haciendo los ejercicios
SC:
Al realizar esta tarea me he sentido ...
Al realizar la tarea he pensado ...
Las dificultades que he encontrado para resolver la tarea han sido..
Y para superar estas dificultades he ...
Puedes usar: ABURRIDO, ACTIVO, ADMIRADO, AGOBIADO,
ALEGRE, AVERGONZADO, CABREADO, DEFRAUDADO,
DEPRIMIDO, DESANIMADO, DESESPERADO…
36. Minería de datos (4TB): Diseño
Puntuación
Sentiment
analysis
Interacciones
de usuario
Medidas
fisiológicas
Puntuación
de la tarea
Cuestionarios
Algoritmos
de DM
SAM del
usuario
Etiquetado
emocional de
los reportes
emocionales
Etiquetado de registros
Predicción de la
puntuación de
valencia afectiva
37. Inclusive scenarios: Experimental design
Physiological sensors, Kinect, Mouse, Webcam
Questionnaires
Sensor
placement
Initial Baseline
Sensor
calibration
questions
Task 1
(Problem solving)
Emotional
Report 1
Task 2
(Problem solving
with time limit)
Emotional
Report 2
Task 3
Logical series
Emotional
Report 3
Final Baseline
Physiological sensors, Kinect, Mouse, Webcam
Physiological sensors, Kinect, Mouse, Webcam
Physiological sensors
SAM
SAM
SAM
SAM
Keystrokes
Keystrokes
Keystrokes
Personality
traits
Adaptationsforinclusiveness
[@ HCI 2013]
39. DESAFÍOS ANTE LA DIVERSIDAD
FUNCIONAL
Adaptaciones en logística, tareas y técnicas de interacción.
Ajustes en tamaño de fuentes en pantalla y papel.
Ajustes en luminosidad.
Reducción distancia a la pantalla (20ctms) que interfirió en el
dispositivo de Kinect.
Filtrado por parte de Kinect de movimientos estereotipados
relacionados con discapacidad visual.
Estudiar de manera diferencial el patrón de interacción
mediante teclado durante navegación/introducción de
datos.
Cambios fisiológicos y conductuales en función de la
dificultad y la limitación en la tarea
Sonidos con componente afectivos provocaron cambios
fisiológicos.
40. Research question
How ERS can take advantage of
affective computing
to improve the personalized support
in educational scenarios with
emotional and affective issues?
41. Approach
User Device
e-Learning
Platform
User
Model
• Learning outcomes
• Questionnaires scoresbio-feedback
devices
sensor &
interaction
data
Learning
Interactions
Personality
Traits
Data
Mining
Affective
information
+Learner
Affective
Model
Affective
Feedback
[@ CAEPIA 2013]
42. Some Recommendations identified
R1: Provide course instructions for newbie learners,
so they do not get lost in the course space
R2: Carry out self-assessment questionnaires to
foster learners’ meta-cognitive issues
R3: Review related course concepts to help
progressing in the course contents
R6: Propose strategies to cope with temporal failures
of the platform, especially when deadlines are
approaching
R8: Change task type to keep motivation and
engagement in the tasks
43. Validation criteria
C1: need to deliver the recommendation
C2: recommendation content suitability
C3: timely delivery of the recommendation
C4: benefit of the recommendation
C5: suitability of the recommendation
presentation mode
45. Selecting a Rec. for the pilot
R2 appropriate to provide personalized support while
participants are carrying out the mathematical self-assessment
tasks proposed.
situations to be encounter ed: focusing attention on relevant data,
reviewing mistakes and results, analyzing the information provided in
the problem wording, avoiding a lack of motivation as consequence of
wrong results, etc.
Texts & Emotion-aware recommendation rules
prepared by the 2 educational researchers involved in activity 2
adapted to the tasks particular context
consider lessons learnt compiled in reviews regarding formative
feedback [Shute, 2008] and affective feedback [Girad et al., under
review]
Different metacognitive strategies (2different moments)
▪ Reading and planning how to solve the problem
▪ Reviewing the results obtained
46. Texts proposed for R2
Text-A: “Some of the exercises can be a bit confusing.
Thus, you should read the wording in detail”
Text-B: “Take your time and read the different
alternative options in detail to solve the exercise”
Text-C: “Focusing is very important to solve
mathematical tasks. If you focus on the wording and
the options, you will solve it”
Text-D: “Don’t worry about the results obtained so
far.The most important is to keep motivated to try to
solve the next ones the best you can”
Text-E: “We learn from our mistakes.Thus, if you
review in which issues you have failed, this will help
you to do better next time”
47. Some Emotion-aware Recommenation rules (R2)
Rule 1: If there are 2 wrong responses in a row,
deliverText-A
Rule 2: If the learners’ face shows confusion
when reading the wording of an exercise, deliver
Text-A
Rule 3: If the learner cannot decide which option
to select and moves from one to another, deliver
Text-B
Rule 5: If the learner is distracted, looks away
the screen, deliverText-C
Rule 6: If the learner increase her facial and body
movements’ rate, deliverText-C
49. Works on Emotions Detection & ERS
2012: Experimental design for collecting affective data at
Madrid Science Week in 2012: 75 participants
2013: Machine learning techniques in an incremental way,
considering a subset of the collected input sources.
2014: Detailed analysis on keyboard and mouse features
Related papers:
SWJ´14, SCP’14, SWJ´14, AIED’13, HCI’13, UMAP’13-14, EDM’13-
14, SCP14, ERS&T12, IJAIT’13, ESWA11, EXSY13, IJWBC12,
UMUA’11, … IJAIED’16
Springer volume on Recommender Systems forTechnology
Enhanced Learning (13)
49
51. Experiment
Real context
High School
14-year old students
Using the high school’s computers room
Using an ITS
Teaching the resolution of story problems in an
arithmetic way
6 problems were proposed
AIED 2015 22-29 June 2015 Madrid 51
52. Experiment
Data collected
Physiological data
Video data
Interaction data
Task Data
AIED 2015 22-29 June 2015 Madrid 52
53. ITS:Tipos de problemas (I)
Uno de los mayores problemas al aprender álgebra es la traducción
de los problemas del mundo real a notación simbólica.
Problemas que suelen aparecer:
El estudiante puede utilizar un número arbitrario de letras o
símbolos para designar las cantidades del problema
El tipo de ecuaciones planteadas
El camino elegido para solucionar el problema
54. ITS:Tipos de problemas (II)
Algunos ejemplos de problemas:
Luis, Juan y Roberto ganaron 960 € por pintar una casa. Debido a que no
trabajaron el mismo tiempo, Luis recibió 24 € menos que Juan y la tercera
parte de lo que ganó Roberto. ¿Cuánto ganaron cada uno?
Una cesta tiene 60 piezas de fruta, entre manzanas y peras. En concreto
tiene 10 veces más manzanas que peras. ¿Cuántas manzanas hay en la cesta?
El padre de Miguel es 3 veces mayor que Miguel. Hace 4 años era 4 veces
mayor. ¿Cuál es la edad de Miguel?
56. Domain-specific knowledge representation
• Allows:
• Representing all potential solutions to the problem
• Representing the current state of the resolution process
• Determining all potentially valid user actions
Basedonhypergraphs
With semantic annotations provided in a XML file
Mike's father is 3 times as old as Mike. 4 years ago, he was 4 times
older. How old is Mike?
59. Experiment
Data collected
Affective data
▪ At the beginning of the experiment
▪ AttributionalAchievement Motivation Scale
▪ At the end of each exercise
▪ SelfAssessment Manikin scale
▪ At the end of the problem series
▪ a descriptive self-report
▪ At the end of the experiment
▪ A recorded visualization of the experiment was made by the
student with a psychologist who had followed the experiment
AIED 2015 22-29 June 2015 Madrid 59
60. Facial expressions and
body movement detection
AU3. Brow Lowerer
Head pose . Roll
User Task Time Duration Location Movement type Comments Affective State
act2usr1s
es10d09
m11
T2 0:10:27 5 sec Brow furrow brow
reasoning
about why
he failed a
problem
Confused
,,,
act2usr2s
es10d09
m11
T3 0:10:50 8 sec Head
Tilt head to one
side
rereading
the problem
statement
Concentrated
69. Activación
Da igual si te ha gustado o no.
Valora cuánta energía has puesto para
resolver el problema
70. Objective
Improve emotion detection
Following a multimodal approach
Using non-intrusive devices
Exploring new approaches
AIED 2015 22-29 June 2015 Madrid 70
71. Exploring new approaches
Current methods:
▪ Try to classify the emotion directly
A two-class classifier to identify relevant time slots
▪ Adding a new layer
▪ A simpler initial problem (2 values to predictVS a list of emotions)
▪ Using that information for the generating a more
balanced dataset and more detailed predictions.
AIED 2015 22-29 June 2015 Madrid 71
72. 2-step emotion detection approach
Emotion? No
Emotion? Yes
Emotion? Yes
Boredom
Engageme
nt
First
Step
Second
Step
AIED 2015 22-29 June 2015 Madrid 72
73. Data preparation
Video
Synchronizing Facial and desktop videos
▪ During the experiment
▪ Reviewing the experiment with the students
Movement labelling
▪ Following an already proposed methodology
▪ Taking into account:
Type of movement Body part moved Movement
duration
AIED 2015 22-29 June 2015 Madrid 73
74. Data preparation
Physiological signals
Features had to be generated…
▪ Which time window to use?
▪ A recursive analysis was performed with different time windows (1
minute, 30 seconds, 20 seconds)
▪ Finally, the 20 second time window was used in all the data
…According to a baseline
▪ Initial baseline was discarded
▪ Some signals were still not completely stabilized
▪ Possible reactions to the experimental situation
▪ The final baseline was used as a reference for each student
AIED 2015 22-29 June 2015 Madrid 74
75. Data preparation
Physiological variations according to the
baseline
An ANOVA was carried out, looking for significant
differences between the baseline and each of the
time windows.
▪ Those temporal windows (per subject and signal)
significantly different from the final baseline (p <0.001)
were labeled as “activated”.
AIED 2015 22-29 June 2015 Madrid 75
76. Features used
Features generated for every 20 seconds time
window:
Physiological signal significance flag.
Number of Significant physiological signals.
Number of wrong actions.
Number hints requested.
Movement indicators:
▪ Body part moved.
▪ Type of movement.
▪ Movement duration
AIED 2015 22-29 June 2015 Madrid 76
77. Emotional labeling
We have the SAM scores for each problem
An expert labeled the emotions seen in the videos
following a categorical approach
▪ The expert’s labeling was supported by the emotional
reports and experiment review done by the student.
AIED 2015 22-29 June 2015 Madrid 77
78. Results
Emotion indicator 2-step approach Traditional
approach
Boredom
Frustration
Boredom
Frustration
None
Less than 60%
accuracy
Kappa: 0.31
Emotion
? No
62.6% accuracy
Kappa: 0.31
Emotion? Yes
Emotion? No
Emotion? Yes
74.8% accuracy
Kappa: 0.49
Emotion?
Yes
Emotion?
Yes
AIED 2015 22-29 June 2015 Madrid 78
80. Responding to emotions
Open issues in detecting emotions do NOT
stop research of affective interventions
Runtime access to signals collected
Rapid prototyping
Open hardware
81. Goal
Identify Ambient Intelligent
Recommendations that provide
Interactive Context-Aware
Affective Educational support
Publication:
Santos, O.C., Saneiro, M., Rodriguez-Sanchez, M.C. and Boticario,
J.G. (2015)
Towards Interactive Context-Aware Affective Educational
Recommendations in Computer Assisted Language Learning.
New Review of Hypermedia and Multimedia, in press.
82. Responding to emotions
Open issues in detecting emotions do NOT
stop research of affective interventions
Wizard of Oz:
human detects user
behaviour & reacts
(simulates system response)
83. Eliciting AmI Recommendations
Educational scenario:
Preparing for the oral examination in a foreign
language learning course
TORMES Methodology
Santos & Boticario, 2015
Computers & Education, vol.
Recommendation:
Suggest the learner to
breathe slowly to calm her
down when nervious
▪ without interrupting her
activity
84.
85.
86. Detecting emotions with Arduino
E-Health Platform:
• Pulse
• GSR
• T
• ECG
• Airflow
+ Adaptation &
Integration of
a piezoelectric
breathe belt
91. First try (unary): on relax
1 blue led
(lights)
1 buzzer
(sounds & ‘vibrates’)
92. Second try: modulate breathing
Acompany learner’s desired breathing
behaviour
Fixed rate:
▪ 4 breathes/minute (inhalation/exhalation = 7.5 segs)
Dynamic rate:
▪ Relative to breathing at Baseline (or other signal)
93. Second try: modulate breathing
Approaches considered per sensorial channel
Flashlights (-)
Array of leds
Ambient light (+)
Speaker Vibrator (+)
94. Second try: modulate breathing I
On-Off (binary) till user relaxed or stoped
on for 7.5 segs inhalate
off for 7.5 segs exhalate
Speaker (pure tone 440Hz = ‘la’)
2 flashlights (red/white) Array of leds
(intensity manually controlled)
95. Second try: modulate breathing II
Progressive
Signal increases for 7.5 segs inhalate
Signal stops hold breath
Signal decreases for 7.5 segs exhalate
Array leds (12 blue)
Speaker: cromatic musical scale 1/8 (‘la’’la’)
On going: dynamic rate modulation depends on BL
96. On-going works
Ambient light
Sourrounding light that changes of colour
▪ Green: calm
▪ Red: stress
▪ Blue: measuring baseline
▪ White: reporting emotional state
Moves from Green to Red
97. On-going works
Vibrator (touch sense)
Alerts before the rec is necessary
On skin / table / chair
e.g., extend an intelligent
cushion developed by R. Barba
in his Final Career project to
detect user’s movements on the
chair → IJDSN (Accepted)
98. Pilot studies
first try tell
unary (on= relax) second try modulate
binary (on-off)
Pilot 1: 6 participants (1 blind)Pilot 2: 4 participants
99. Evaluation approach
System Usability Scale (Brooke, 1996)
Ad-hoc questions:
Q1: Did you feel relaxed during the experience?
Q2: Do you consider that the recommendations provided
during the experience had an impact on your
performance?
Q3: Do you think that the recommendations had been
provided at the right time?
Q4: Do you consider that the recommendation format is
appropriate?Would you prefer any other alternative
format?
Q5: Do you consider that the recommendation was
effective in modifying or improving your performance?
100. Evaluation outcomes
SUS system not usable (agree!)
Unary approach
Light hardly perceived
Sound too strong (distracts / warning)
Binary approach
Array of leds visible
Progressive (light) more intuitive
Placement is important
Keyboard vs. top of the screen
Alternative formats?Textual / Speach
Posibility of selecting the channel
101. learner
features
recs
selected
Services in the architecture
data
processed
device
capabilities
learner
features
device
data
learner
data
request
recommendation
with context data
Emotional
Data
Processor
Multimodal
Emotional
Detector
SAERS
server
Emotional
Delivery
Component
SAERS
admin
Recs
modelled
TORMES methodology
User
Model
Device
Model
environment
data
collected
emotions
detected
recs
recs
affective
personalized
educational
recommendations
sense of arrows:
Initiator of info flow
Learner accessing the e-learning system with a certain device
in an environment with Sensors and Actuators
102. Discussion
AIED 2015 22-29 June 2015 Madrid
Importance of labeling on the results
Who labels the emotions
▪ User itself
▪ External viewer
How the emotions are labeled
▪ Numeric scale
▪ Categorical values
▪ Which values are shown?
▪ Free labeling
▪ Which machine learning techniques can be used?
What time window length should be considered
for emotion detection?
102
103. Discussion
AIED 2015 22-29 June 2015 Madrid
Emotions not only depend on what you are
doing, the context around you also may
affect:
▪ Music, noise, etc
▪ Light conditions
▪ People around
▪ Other things you migh have in mind
103
104. Discussion
Computational costs
2 different prediction problems
▪ The second one with a smaller dataset
Importance of FP and FN in the first step
prediction
FP (Predicting an emotional change when there is no
emotion):
▪ System reaction may change the student’s flow (if the state
was the right one).
FN: (Not predicting emotions when there are some
affective changes):
▪ Being late on reacting to negative state changes.
AIED 2015 22-29 June 2015 Madrid 104
105. Discussion
AIED 2015 22-29 June 2015 Madrid
Data sources dependencies
Task to be solved
User interface & skill
User special needs
105
106. Trabajos Futuros / Diseminación
Áreas de trabajo
Colegios / laboratorios
Algunos artículos relacionados:
C&E’15, NRHM’15, IJDSN’15, EDM’15, AIED’15, UMAP
-PALE’15, SWJ´14, SCP’14, SWJ´14, AIED’13, HCI’13,
UMAP’13-14, EDM’13-14, SCP14,, ERS&T12, IJAIT’13,
ESWA11, EXSY13, IJWBC12, UMUA’11, … IJAIED’16
Springer volume on Recommender Systems for
Technology Enhanced Learning (13)
Experiencias:
intra- / inter-sujeto
colegios / lab
107. References & Acknowledgements
aDeNu research group
https://adenu.ia.uned.es
Background related projects
https://adenu.ia.uned.es/web/projects
o European:
aLFanet, ALPE, EU4ALL, ALTER-NATIVA
o National:
FAA, CISVI, AMI4INCLUSION, ATODOS, A2UN@,
ADAPTAPlan, MAMIPEC, BIG-AFF
‘