Analyzing Students' Emotional States during Problem Solving Using Automatic Emotion Recognition Software and Screen Recordings [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Pesonen, Joonas A.; Hannula, Markku S.
Titel	Analyzing Students' Emotional States during Problem Solving Using Automatic Emotion Recognition Software and Screen Recordings [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Emotional Response; Problem Solving; Computer Software; Mathematics Instruction; Secondary School Students; Educational Technology; Technology Uses in Education; Secondary School Mathematics; Foreign Countries; Human Body; Nonverbal Communication; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Problemlösen; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Menschlicher Körper; Non-verbal communication; Nonverbale Kommunikation
Abstract	Emotions play important part in mathematical problem solving, yet the theories of their role are still at their preliminary stages. In our study, we introduce a method, where screen recordings and automatic emotion recognition software are used to study the emotional states of five upper secondary school students during a solitary GeoGebra problem solving session. Common emotional states during problem solving were neutral (40% of time), sad (34% of time), happy (15% of time) and angry (8% of time). Different phases of problem solving were emotionally different, non-neutral emotional states being most prevalent during decision points such as using the undo button. The method used opens possibilities for new kinds of research designs for studying the role of emotions in problem solving. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01