Metaphors in Meta-Communication

This chapter is based on the claim that the metaphors as a new and powerful tool in different sciences especially including Information Systems and a number of sociological disciplines such as linguistic, education, and sociology can be used for the implementation and sustainability of the components of meta-communication for distance education. The meta-communication aims to move the intercultural components of metaphors to the distance education and its applications. Thereby, metaphors serve to the basic mission of distance education creating cross-cultural educational environments. In order to use metaphors with the meaning put forward by this claim, restructuring of metaphors with the contemporary metaphor theory, use of metaphors in computer systems and user interfaces, the intersection of metaphors and meta-communication and finally the power of metaphors in digital meta-communication for distance education are discussed belo

Computers can feel too: Intelligent emotional agents in e-learning systems

The introduction of emotional reactions to e-Learning environments might offer a more efficient and effective communication between the user and the machine; a more natural and realistic computer interface. Embodied Intelligent Emotional Agents (IEAs) which are highly expressive and show empathy for the users may help learners overcome academic difficulties and may contribute positively to the pedagogical procedure by making it more efficient and enjoyable. IEAs can be programmed to "show" the correct social behaviour and through them a channel of communication might open to serve for better interaction among learners. This could contribute to increase student's self esteem, help them recover from negative emotions as well as encourage learners to overcome academic problems. In this chapter the authors review existing systems that use emotional agents and analyze their specific characteristics, their advantages and disadvantages. Finally, based on this analysis they enumerate specific requirements for efficient communication between agents and users and we use them to propose a general architecture model upon which the development of future IEAs could be based. © 2011, IGI Global

Affective tutoring systems: Enhancing e-learning with the emotional awareness of a human tutor

This paper introduces the field of affective computing, and the benefits that can be realized by enhancing e-learning applications with the ability to detect and respond to emotions experienced by the learner. Affective computing has potential benefits for all areas of computing where the computer replaces or mediates face to face communication. The particular relevance of affective computing to e-learning, due to the complex interplay between emotions and the learning process, is considered along with the need for new theories of learning that incorporate affect. Some of the potential means for inferring users’ affective state are also reviewed. These can be broadly categorized into methods that involve the user’s input, and methods that acquire the information independent of any user input. This latter category is of particular interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions or physiological state. The paper concludes with a review of prominent affective tutoring systems and promotes future directions for e-learning that capitalize on the strengths of affective computing