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首页> 外文会议>International Conference on Human-Computer Interaction;International Conference on Learning and Collaboration Technologies >Student Emotion Recognition in Computer Science Education: A Blessing or Curse?
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Student Emotion Recognition in Computer Science Education: A Blessing or Curse?

机译：计算机科学教育中的学生情感识别：是福还是祸？

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摘要

One of the key skills in the fourth industrial revolution is the ability to program. To attain this skill, many prospective students study for a degree in computer science or a related field. An important skill in computer science is the ability to solve for a particular problem by programming an application. However, some challenges exist that make teaching this skill difficult, which leads to student frustration and a decrease in grades. These challenges can be attributed to a lack of access to appropriate skill-building or disjoint teaching methods that are not applicable to the student, which is especially prevalent with some inexperienced educators. Using teaching methods, which a student cannot relate to can lead to distance between the taught skill and the student. The article aims to address this distance by proposing a model that derives user sentiment with affective computing methods and leveraging the sentiment outcome to support the educator by providing feedback relevant for teaching. The technology will then allow the educator to adjust teaching and provide a more personalized teaching experience cognizant of classroom concepts with a lower level of understanding or that evoke certain emotions. It can also provide an informal assessment of content delivery by using student sentiment to infer whether concepts are well received. The preliminary prototype shows there is value in using assistive technologies in the physical classroom to achieve adaptive student learning. However, the onus is still on the educator to be able to react correctly to compensate for the lack of understanding for it to be an effective tool.
机译：第四次工业革命的关键技能之一就是编程能力。为了获得此技能，许多潜在的学生都学习了计算机科学或相关领域的学位。计算机科学的一项重要技能是能够通过对应用程序进行编程来解决特定问题的能力。但是，存在一些挑战，使该技能的教学变得困难，从而导致学生沮丧和成绩下降。这些挑战可以归因于无法获得不适用于学生的适当的技能建设或脱节的教学方法，这在一些经验不足的教育者中尤为普遍。使用学生无法与之联系的教学方法会导致所教技能与学生之间的距离。本文旨在通过提出一种使用情感计算方法得出用户情感的模型，并通过提供与教学相关的反馈意见来利用情感结果来支持教育者，来解决这一距离。然后，该技术将允许教育者调整教学，并以较低的理解水平或唤起某些情感的方式提供对教室概念的更个性化的教学体验。它还可以通过使用学生的情绪来推断概念是否被很好地接受，从而对内容交付进行非正式评估。初步的原型表明，在物理教室中使用辅助技术以实现适应性的学生学习是有价值的。但是，教育者仍然有责任正确地做出反应，以弥补对其作为有效工具的理解不足。

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