Christos N. Moridis

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The aim of this survey is to provide an overview of the various components of “computer aided affective learning systems.” The research is classified into 3 main scientific areas that are integral parts of the development of these kinds of systems. The three main scientific areas are: I) emotions and their connection to learning; ii) affect recognition; and(More)
Please cite this article in press as: Moridis, C. N network-based method. Computers & Education Building computerized mechanisms that will accurately, immediately and continually recognize a learner’s affective state and activate an appropriate response based on integrated pedagogical models is becoming one of the main aims of artificial intelligence in(More)
Student’s emotional state is crucial during learning. When a student is in a very negative mood, learning is unlikely to occur. On the other hand too positive mood can also impair learning. Thus a key issue for instructional technology is to recognize student’s mood, so as to be able to provide appropriate feedback. This paper introduces a model of(More)
The Information Systems (IS) community has put considerable effort on identifying constructs that may explain the initial/continuance use of computer based learning or assessment systems. This study is a further step toward IS continuance acceptance delivered in Computer Based Assessment (CBA) context. Specifically, it aims at the exploration of continuance(More)
Empathetic behavior has been suggested to be one effective way for Embodied Conversational Agents (ECAs) to provide feedback to learners' emotions. An issue that has been raised is the effective integration of parallel and reactive empathy. The aim of this study is to examine the impact of ECAs' emotional facial and tone of voice expressions combined with(More)
Emotions are very important during learning and assessment procedures. However, measuring emotions is a very demanding task. Several tools have been developed and used for this purpose. In this paper, the efficiency of the FaceReader during a computer-based assessment (CBA) was evaluated. Instant measurements of the FaceReader were compared with the(More)
Emotions are very important during learning and self-assessment procedures. Measuring emotions is a very demanding task. Several tools have been developed and used for this purpose. In this paper we evaluate the efficiency of the FaceReader during a self - assessment test. We compared instant measurements of the FaceReader with the researchers' estimations(More)