Teachers? Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism

Standen, Penny J., Brown, David J., Kwiatkowska, Gosia M., Belmonte, Matthew K., Galvez Trigo, Maria J. ORCID: https://orcid.org/0000-0001-6492-0955, Boulton, Helen, Burton, Andrew, Hallewell, Madeline J., Shopland, Nicholas, Blanco Gonzalez, Maria A., Milli, Elena, Cobello, Stefano, Mazzucato, Annaleda and Traversi, Marco 2021. Teachers? Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism. Presented at: Third International Conference, AIS 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I, Virtual, 24-29 July 2021. Adaptive Instructional Systems. Design and Evaluation. Lecture Notes in Computer Science. , vol.12792 Springer, 10.1007/978-3-030-77857-6_31

Full text not available from this repository.

Abstract

Adoption of e-learning for those with special needs lags that for mainstream learners. Not much is known about barriers and facilitators that drive this disparity. The present study used focus groups and interviews to collect the views of 21 teachers taking part in preliminary evaluations of an adaptive learning system based on multimodal affect recognition for students with learning disabilities and autism. The system uses multimodal detection of affective state and scoring of performance to drive its adaptive selection of learning material. Five themes captured the teachers’ views of the system’s potential impact, especially regarding learning and engagement but also on factors that might influence adoption. These were: the potential of the system to transform their teaching practice; the ability of the system to impact on learning outcomes; the potential impact on teacher-student/peer to peer relationships; usability issues; and organisational challenges. Despite being highly motivated as volunteer testers, teachers highlighted barriers to adoption, which will need addressing. This finding underscores the importance of involving teachers and students in the design and development process.

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Published Online
Status:	Published
Schools:	Computer Science & Informatics
Publisher:	Springer
ISBN:	978-3-030-77857-6
ISSN:	0302-9743
Last Modified:	12 Apr 2023 08:45
URI:	https://orca.cardiff.ac.uk/id/eprint/158581

Citation Data

Cited 1 time in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item