Mar Saneiro

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We report current findings when considering video recordings of facial expressions and body movements to provide affective personalized support in an educational context from an enriched multimodal emotion detection approach. In particular, we describe an annotation methodology to tag facial expression and body movements that conform to changes in the(More)
Adaptive Intelligent Tutoring Systems (ITS) aim at helping students going through the resolution of a given problem in a principled way according to the desired outcomes, the intrinsic capabilities of the student, and the particular context in which the exercise takes place. These systems should be capable of acting according to mistakes, boredness,(More)
Recent progress in affective computing is having an important impact on the development of Intelligent Tutoring Systems (ITS). Many ITS use action logs to record user's interaction with the system, such as to discover important information that help instructional designers to improve the ITS performance. However, finer grain interaction data as well as(More)
There is a challenge and opportunity to research if the ambient intelligent support that can be deployed with a recommender system extended with an open hardware infrastructure that can sense and react within the learners' context is of value to supports learners' affectively. In this paper, we summarize the status of our research on eliciting an(More)
Supervising a student's resolution of an arithmetic word problem is a cumbersome task. Different students may use different lines of reasoning to reach the final solution, and the assistance provided should be consistent with the resolution path that the student has in mind. In addition, further learning gains can be achieved if the previous student's(More) is a research project aimed at building a platform for developing mobile serious games. The novelty is to support the design of games that consider affective features during the game interaction, provide personal-ized responses according to users' interactions, comply with accessibility requirements and focus on improving psycho-educational(More)
Despite psychological research showing that there is a strong relationship between learners' affective state and the learning process, affection is often neglected by distance learning (DL) educators. In this paper we discuss some issues which arise when eliciting personalized affective recommendations for DL scenarios. These issues were identified in the(More)