Journal Article
© Aug 2007 Volume 5 Issue 2, Editor: Shirley Williams, pp87 - 173
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Abstract
Based on facial expression (FE), this paper explores the possible use of the affective communication in virtual environments (VEs). The attention of affective communication is examined and some research ideas for developing affective communication in virtual environments are proposed. We place an emphasis on communication between virtual entities, which make use of other data apart from the information being communicated. In particular, we explore the capacity of VEs to communicate affective states, i.e. those aspects of communication concerned with emotional response, and discover how agents within VEs can model and use affective states to enhance the realism of the VEs. Moreover, we discuss the social intelligence that renders affective behaviours of software agents and its application to a collaborative learning system. We argue that socially appropriate affective behaviours would provide a new dimension for collaborative e‑learning systems.
Keywords: affective communication, virtual environments, virtual entities, affective states, e-learning systems
Journal Issue
Volume 5 Issue 3, ICEL 2007 / Nov 2007
pp173‑250
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Editorial
The second International Conference on e‑Learning was held in New York during late June 2007. From the wealth of high quality papers submitted some 60 were selected for presentation at the conference. It was a very difficult task to select from these a group for inclusion in the journal, so it was decided that in this edition we would reflect the international nature of the conference and the diversity of learner groups and technologies addressed.
Recently a number of people from around the world have highlighted that children coming through the school system have different learning needs to previous generations, cultural and linguistic backgrounds are also cited as impacting on learning. However it is important that e‑Learning does not concentrate on a single demographic group and the papers in this edition present e‑Learning from different perspectives, including engaging with school‑aged children (O’Neill; Van de Sande and Leinhardt) and their teachers (Balcaen and Hirtz), through to the acceptance of e‑Learning by business (Leyking, Chikova and Loos). Nakayama, Yamamoto and Santiago have investigated the learning characteristics of university students from Japan and this on‑going work provides a useful insight for course developers, while Stoltenberg and Pforte look at the more technical aspects of e‑Learning and describe a prototype system developed for recording presentations.
Recently a number of people from around the world have highlighted that children coming through the school system have different learning needs to previous generations, cultural and linguistic backgrounds are also cited as impacting on learning. However it is important that e‑Learning does not concentrate on a single demographic group and the papers in this edition present e‑Learning from different perspectives, including engaging with school‑aged children (O’Neill; Van de Sande and Leinhardt) and their teachers (Balcaen and Hirtz), through to the acceptance of e‑Learning by business (Leyking, Chikova and Loos). Nakayama, Yamamoto and Santiago have investigated the learning characteristics of university students from Japan and this on‑going work provides a useful insight for course developers, while Stoltenberg and Pforte look at the more technical aspects of e‑Learning and describe a prototype system developed for recording presentations.
Keywords: affective communication, affective states, assessment, community of practice, computing education, data warehouse, disaffection, distance education, education technology, eigenfaces, eigenvectors, evaluation system, data warehouse, face recognition, faculty development, focus group, higher education, image normalisation, impoverished learning, internet courses, junior faculty, novel program, ontology, ontology, pedagogical framework , performance metric, performance metric, policy document, post compulsory education, principal component analysis, professional development, quality evaluation, satisfaction, short-term module, staff development, statistics, teacher training, teaching practice, virtual entities, virtual environments, virtual learning environment, vocational students, web-based PBL, web-based SRL
Journal Issue
Volume 5 Issue 2 / Jun 2007
pp87‑173
View Contents Download PDF (free)
Editorial
eLearning continues to develop and it is important that as there are developments the opportunity is taken to reflect on the impact of technology on enhancements to learning. In this issue we have included a number of papers that evaluate the use of eLearning from both the point of view of the learners and teachers.
Following best practice the format of the journal is now single column, this will make online reading easier than the old double column format.
Following best practice the format of the journal is now single column, this will make online reading easier than the old double column format.
Keywords: affective communication, affective states, assessment, community of practice, computing education, data warehouse, disaffection, distance education, education technology, eigenfaces, eigenvectors, evaluation system, data warehouse, face recognition, faculty development, focus group, higher education, image normalisation, impoverished learning, internet courses, junior faculty, novel program, ontology, ontology, pedagogical framework , performance metric, performance metric, policy document, post compulsory education, principal component analysis, professional development, quality evaluation, satisfaction, short-term module, staff development, statistics, teacher training, teaching practice, virtual entities, virtual environments, virtual learning environment, vocational students, web-based PBL, web-based SRL
