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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.; Boulton, Helen; Burton, Andrew; Hallewell, Madeline J.; Shopland, Nicholas; Blanco Gonzalez, Maria A.; Milli, Elena; Cobello, Stefano; Mazzucato, Annaleda; Traversi, Marco

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


Authors

Penny J. Standen

David J. Brown

Gosia M. Kwiatkowska

Matthew K. Belmonte

Maria J. Galvez Trigo

Helen Boulton

Andrew Burton

Madeline J. Hallewell

Nicholas Shopland

Maria A. Blanco Gonzalez

Elena Milli

Stefano Cobello

Annaleda Mazzucato

Marco Traversi



Contributors

Robert A. Sottilare
Editor

Jessica Schwarz
Editor

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.

Citation

Standen, P. J., Brown, D. J., Kwiatkowska, G. M., Belmonte, M. K., Galvez Trigo, M. J., Boulton, H., …Traversi, M. (2021). Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism. In R. A. Sottilare, & J. Schwarz (Eds.), Adaptive Instructional Systems. Design and Evaluation : 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. https://doi.org/10.1007/978-3-030-77857-6

Conference Name International Conference on Adaptive Instructional Systems (AIS 2021)
Conference Location Virtual Event
Start Date Jul 24, 2021
End Date Jul 29, 2021
Acceptance Date Jan 27, 2021
Online Publication Date Jul 24, 2021
Publication Date 2021
Deposit Date May 17, 2021
Publicly Available Date Mar 29, 2024
Publisher Springer International Publishing
Series Title Lecture Notes in Computer Science
Series Number 12792, 12793
Series ISSN 0302-9743
Book Title Adaptive Instructional Systems. Design and Evaluation : 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
ISBN 9783030778569
DOI https://doi.org/10.1007/978-3-030-77857-6
Public URL https://nottingham-repository.worktribe.com/output/5558652
Publisher URL https://www.springer.com/gp/book/9783030778569#otherversion=9783030778576

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