iealyon School of Management, Jean Moulin Lyon 3 University, LIRIS lab
Web : http://emodash.surge.sh/
A first study, conducted in collaboration with McGill University and University of Geneva focused on learners' awareness of their emotions in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners’ emotions and their antecedents. This study resulted in the design of an emotion-reporting grid for assessing the emotions that students experienced on a daily basis. Another study was conducted with the SpeakPlus company as part of the PhD thesis of Mohamed Ez-Zaouia. Socio-affective relationships play an important role in learning processes and learning outcomes, but they are harder to develop in online-learning. We developed Emodash, an interactive dashboard supporting tutors’ retrospective awareness of learners’ emotions in a video-conferencing learning environment. We conducted an eight-week long field study with five professional tutors on how they used Emodash while writing feedback to learners after language learning sessions. We found that 1) this dashboard led tutors who were already sensitive to learners’ emotions to a stronger awareness of these emotions, 2) glanceable visualizations of learners’ emotions may be preferred and sufficient to foster tutors’ awareness of learners’ emotions, and finally 3) the dashboard induced new pedagogical practices, with tutors using learners’ emotions as a proxy evaluation of their teaching.
Aurélien Tabard (University Lyon 1, LIRIS), Gaëlle Molinari (University of Geneva), Susanne Lajoie (University McGill, ATLAS lab)
Mohamed Ez-Zaouia (2017-2020) - Factors for dashboards design and use to inform teachers’ practices in situ-
Na Sun, Elise Lavoué, Chulakorn Aritajati, Aurélien Tabard, Mary Beth Rosson. Using and Perceiving Emoji in Design Peer Feedback. 13th international conference on Computer Supported Collaborative Learning (CSCL 2019), Lyon, France, 17-21 June 2019, p. 296-303. HAL : hal-02053173
Lavoué, E., Kazemitabar, M., Doleck, T., Lajoie, S. P., Carrillo, R., & Molinari, G. (2019). Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts. Educational Technology Research and Development, 1-24.
Ezzaouia M., Lavoué E., EMODA: a Tutor Oriented Multimodal and Contextual Emotional Dashboard. 7th International Learning Analytics and Knowledge Conference (LAK 2017), Vancouver, Canada, 13-17 March 2017, p. 429-438. HAL : hal-01497669
Ez-Zaouia, M., Tabard, A., & Lavoué, E. Emodash: a Dashboard Supporting Retrospective Awareness of Emotions in Online Learning. International Journal of Human-Computer Studies. 139, 102411, 2020.