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In-Depth Information
Figure 2. Outcome-prospective Emotions DBN
the random variable of the outcome-prospective
emotions DBN. The pre-test also allows us to
determine the learner's previous knowledge and
experience at solving-problems regarding the
related Physics topics. A preliminary evaluation
of these two points was carried out with seven
students at postgraduate level at the University
of Ulster. Results are shown and analysed in the
section, 'Results and Discussion'. The emotions
reported by the participants were compared with
the emotions inferred by the outcome-prospective
emotions DBN. The objective of this phase is to
achieve a preliminary evaluation of the DBN and
to identify possible problems in the prototyping
material that will be used to test the affective
student model with students.
Step 3 in the process has the objective of identi-
fying activity emotions and outcome-retrospective
emotions. To achieve an accurate evaluation,
we will locate each student with a lecturer in a
Gesell dome, see Figure 3, where two lecturers
can observe their interaction behind the mirror
and make the corresponding annotations for the
observed random variables. These observations
will be introduced in the corresponding DBNs
and the DBNs' prediction will be compared with
the emotion reported by the students. Step 4 in
the process will be employed to find out how
relevant the students feel that the outcome is, and
to determine how important it is for the students
to compare their performance with the outcome
obtained by other students on the same Physics
PlayPhysics Design
Once the proposed affective student model has
been formalized, it will be incorporated into the
Olympia architecture. PlayPhysics is an emotional
games learning environment for teaching Physics
at undergraduate level. This section describes the
features of the generic and affective architecture,
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