Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
FishBuddy: Promoting Student Engagement in Self-Paced Learning through Wearable Sensing
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.ORCID iD: 0000-0001-5626-1187
Show others and affiliations
2017 (English)In: 2017 IEEE INTERNATIONAL CONFERENCE ON SMART COMPUTING (SMARTCOMP), IEEE , 2017, p. 211-219Conference paper, Published paper (Refereed)
Abstract [en]

Student engagement is crucial for successful self-paced learning. Feeling isolated during self-paced learning with neither adequate supervision nor intervention by teachers may cause negative emotions such as anxiety. Such emotions may in turn significantly weaken students' motivation to engage in learning activities. In this paper, we develop a self-paced learning environment (FishBuddy) that aims to reduce anxiety and promote student engagement. We construct and implement a physiologically-state-aware performance-evaluation model for identifying potentially fruitful moments of intervention when students show frustration during learning activities using an Apple Watch application that measures heart rate and alerts the student to watch a visualization of his or her own physiological state. We have conducted an experiment with 20 first-year undergraduate students, randomly separated into an experimental group and a control group, who carry out online, self-paced English grammar exercises. The students in the experimental group used FishBuddy and those in the control group did not. The self-reports from both groups show that FishBuddy significantly reduced reported experiences of anxiety and isolation in the experiment. Further to this, students who used FishBuddy were engaged longer with the exercises. The average scores on the exercises between the two groups, however, were not significantly different.

Place, publisher, year, edition, pages
IEEE , 2017. p. 211-219
Keywords [en]
Wearable Sensing, Student Engagement, Self-paced Learning, Learning Intervention
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:kth:diva-215861ISI: 000411757300029Scopus ID: 2-s2.0-85022337346ISBN: 978-1-5090-6517-2 (print)OAI: oai:DiVA.org:kth-215861DiVA, id: diva2:1149462
Conference
IEEE International Conference on Smart Computing (SMARTCOMP), MAY 29-31, 2017, Hong Kong, PEOPLES R CHINA
Note

QC 20171016

Available from: 2017-10-16 Created: 2017-10-16 Last updated: 2018-01-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Scopus

Authority records BETA

Zhu, BinBälter, OlleHedman, Anders

Search in DiVA

By author/editor
Zhu, BinBälter, OlleHedman, Anders
By organisation
Media Technology and Interaction Design, MID
Computer and Information Sciences

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 26 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf