The First Steps for Adapting an Artificial Intelligence Emotion Expression Recognition Software for Emotional Management in the Educational Context

Autor/inn/en	Fernández Herrero, Jorge; Gómez Donoso, Francisco; Roig Vila, Rosabel
Titel	The First Steps for Adapting an Artificial Intelligence Emotion Expression Recognition Software for Emotional Management in the Educational Context
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1939-1963 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández Herrero, Jorge) ORCID (Gómez Donoso, Francisco) ORCID (Roig Vila, Rosabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13326
Schlagwörter	Foreign Countries; Artificial Intelligence; College Students; Emotional Response; Theories; Computer Software; Pattern Recognition; Psychological Patterns; Spain + Suchen Sie Ihr Suchwort? Ausland; Künstliche Intelligenz; Collegestudent; Emotionales Verhalten; Theory; Theorie; Mustererkennung; Spanien
Abstract	To test the suitability of an automatic system for emotional management in the classroom following the control-value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close-ups of their faces and completing the AEQ emotional self-report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ-36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self-reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01