Title: |
Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion |
Source: |
DOI: 10.1007/978-3-319-61425-0_20 |
Author(s): |
Jaclyn Ocumpaugh, Juan Miguel Andres, Ryan Baker, Jeanine DeFalco, Luc Paquette, Jonathan Rowe, Bradford Mott, James Lester, Vasiliki Georgoulas, Keith Brawner, and Robert Sottilare |
Online Reference: |
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Abstract: |
The role of affect in learning has received increasing attention from
AIED researchers seeking to understand how emotion and cognition interact in
learning contexts. The dynamics of affect over time have been explored in a
variety of research environments, allowing researchers to determine the extent to
which common patterns are captured by hypothesized models. This paper pre-
sent an analysis of affect dynamics among learners using vMedic, which teaches
combat medicine protocols as part of the military training at West Point, the
United States Military Academy. In doing so, we seek both to broaden the
variety of learning contexts being explored in order better understand differences
in these patterns and to test the theoretical predictions on the development of
affect over time.
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Relevant Principles (APA): |
原理15 学生的情绪健康会影响学生的学业表现、学习和发 展
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Notes (Theories): |
情感动力学(一个模型) control-value theory |
Notes (Technologies): |
D’Mello’s L算法 BROMP认证的Hart编码器 |
Notes (Applications): |
vMedic,一种基于游戏的虚拟环境,提供了战场医学方面的培训 |
Notes (Impacts): |
专注、无聊、困惑等情感之间存在一定的联系 |
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