• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.125-133
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• 2007

Many researches have tried to introduce affective computing for Human-Computer Interaction (HCI). In the affective aspect, emotional memories significantly affect on people's cognitive processing activities. In this paper, to observe the effect of affective feedback for emotional state of learners in an e-learning environment, selected emotional feedback messages and delivery method are integrated into an e-learning system. Self reporting button for recognizing learner's emotional state are used for detecting learner's emotional states and the test results show that providing affective feedback to learner has positive effects in e-learning environment in terms of learner's academic achievements.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.97-102
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• 1996

Attitude is considered one of the most important influences on behavior and is defined as an enduring positive or negative feeling about some person, object or issues. The teaching strategies for affective domain are needed to develop the positive attiudes about environments. One of them is to faciliate the involvement of emotional feedback. The purpose of this study was to verify the effects of emotional feedback. Cognitional feedback was carried to control group but cognitional and emotional feedback were carried concurrently to experimental group. By the results, post test scores of experimental group were significantly higher than those of control group about four goals of Environmental Education, respectively. Therefore this strategy is effective to achieve goals of affective domain. Also, emotional feedback is important factor to raise the achievement of cognitive domain, too.

• Educational Technology International
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• v.13 no.1
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• pp.175-205
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• 2012

The current study investigated whether SNS such as Twitter can be an assisting tool to compensate the limitations of online learning from social-affective and cognitive perspectives. Such limitations include low level of motivation to participate, feeling of isolation, rare exchanges of ideas and feedback from peers or instructors. This paper reports findings from a research study on the use of Twitter in online learning in Higher Education. Survey and subsequent interviews were conducted to examine students' perceptions about the cognitive and social-affective aspects of their participation in Twitter activities. Some of the challenges and potentials in integrating Twitter into online course are also addressed. It can be concluded that Twitter contributes not only to building close relationships among peers and instructors but also to opening a communication channel that can extend cognitive potentials.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.4
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• pp.395-402
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• 2017

Social network service provides an excellent platform for people seeking for advices. This research analyzed the effect of rational and emotional response and social distance on people's acceptance for advices online by the construal level theory. An experiment was completed to test the relationship between advisers and questioners and verify the content of online feedback would influence people's acceptance for advices on social network site. The online response included emotional advice and rational advice. Social distance between advisers and questioners was divided to close social distance condition and distant social distance condition. The study showed: (1) comparing with emotional advice, rational advice had a higher persuasive effect in both close and distant social distance conditions; (2) the impact of feedback from people with close social distance was stronger than the impact of the advices from people with distant social distance; (3) there existed an interaction effect between social distance and affective advice. The results revealed that the adviser's affective expression and relationship with the questioner would interactively impact the online persuasive effect.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.171-188
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• 2009

The purpose of this study was to investigate the role of ongoing feedback from the professor in students' processes of learning and developing writing skills. Specifically, the researcher was concerned with how ongoing feedback affected students' attitudes towards writing because in EFL contexts, motivating students to write is a first step to engage them in a challenging journey of academic writing. 20 freshmen taking a writing course, "Paragraph & Essay Writing", at A university participated in this study and they were asked to complete the questionnaire at the end of the spring semester 2009. The results revealed that receiving ongoing feedback from the professor had a positive influence on affective domain, was helpful to develop learning strategies, and was valuable in learning outcomes. However, they also expressed negative opinions: feeling a burden, focusing on forms, and feeling confused. To reflect their opinions, the following four suggestions were made to create a more effective learning environment: promoting learner autonomy, facilitating individual writing conferences, giving balanced feedback in between form and content, and using judicious feedback through careful streaming.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.29-41
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• 2000

The purpose of this study is to examine the effects of the Portfolio applied science instruction on the students' scientific affective domain and perceptions of portfolio in elementary schools. Portfolio applied science instruction of the 6th grade science unit 'Environment pollution and Nature protection' was developed for this study. Traditional instruction was implemented to the control group and portfolio applied science instruction was implemented to the experimental group. Pretests of the scientific affective domain were administered to both groups. The treatment was given for about seven weeks for both groups. Instruments about scientific affective domain were administered to both groups. A questionnaire on perception of portfolio applied science instruction was given to the experimental group after the treatment. The results were analyzed using t-test on the students' scientific affective domain. The results of this study are as follows: 1. Portfolio applied science instruction program for elementary schools was developed. Students themselves determine the portfolio learning goal in a portfolio applied science instruction. Students construct the portfolio and they evaluate themselves and other colleagues. Also teachers go on portfolio applied science instruction considering portfolio purpose, concepts, evaluation. 2. There was not a statistically meaningful difference between an experimental group and a control group o]1 the students' scientific affective domain. In three sub categories of a scientific affective domain, the science perception, the interest on science and scientific attitude, there were not statistically meaningful difference among them. 3. As the results of the questionnaire on perceptions of portfolio, they didn't understand it very well but after learning portfolio, they showed positive attitude to perceptions of portfolio. Students in portfolio applied science instruction like more the portfolio applied science instruction than general instruction. 4. Portfolio applied science instruction has an useful value as a method of teaching and evaluation. Students and teachers can produce various portfolios products in portfolio applied science instruction. As a conclusion, portfolio applied science instruction was not statistically meaningful on the students' scientific affective domain, but it gives positive effects on perceptions of portfolio in elementary schools. Therefore, portfolio has an educational value as a method of teaching and evaluation for students' growth. In the future, teachers and students must have interaction and feedback in portfolio applied science instruction.

• Iberoamérica
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• v.23 no.2
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• The Journal of the Korea Contents Association
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• v.12 no.4
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• pp.510-519
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• 2012

The purpose of this study is to investigate how interactions and affective factors are influencing on-line English Grammar courses of higher education. This study addressed the following questions: (1) How are the interactions going in on-line English Grammar courses? (2) Are affective factors influencing effective learning in on-line English Grammar courses? The questionnaire was conducted on 170 college students who have taken on-line English course of K University. The data analysis of 300 college students' responses on their courses showed that e-learning has both positive and negative effects compared to face to face classroom instructions. Analysis showed that the percentage of students who have got negative opinions on e-learning was 17%, while that of students who have got positive opinions was 49.3%. The percentage of those in the middle was 33.3%. However, results demonstrated that immediate feedback and affective factors could be facilitated through Q&A bulletin and feedback program for completing on-line learning. Negative effects of on-line learning can be solved by a planned and well-supported on-line approach that includes a theory-based instructional model rather than the new method replaced by 'blended learning' that combines face-to-face classroom instruction with on-line learning.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.32-42
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• 2001

This study examined the effects of prompts, environmental alteration, and feedback on reduction of food wastes. The study was conducted at a student restaurant at a university. Subjects in this study were college students, faculty members and administrative staffs at the university. An A-BC-BCD-BC within subject design was employed. After baseline phase(A), prompts and environmental alteration were manipulated in the second phase(BC). In the next phase(BCD), feedback was added in addition to the prompts and environmental alteration. In the last phase(B), all the treatments except environmental alteration were withdrawn. The dependent variables n cluded (1) total weight of food waste per day, (2), the weight of food waster per person, (3) the ratio of food waste to total food served per day, (4) total amount of monetary value for food waste to total food served per day. The results indicated that prompts and environmental alteration were affective in reducing food wastes. Thus, measures of all the dependent variables decreased when environmental alteration and prompts were manupulated. However, when feedbacks were added to prompts and environmental alteration, the additional effect of feedback was not observed. The implications and limitations of these findings were discussed and the directions of future studies were also proposed.

• Journal of the Korea Computer Graphics Society
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• v.22 no.5
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• pp.37-47
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• 2016

This study evaluate user feedback such as physiological response and facial expression when subjects play a social decision making game with interactive virtual agent partners. In the social decision making game, subjects will invest some of money or credit in one of projects. Their partners (virtual agents) will also invest in one of the projects. They will interact with different kinds of virtual agents which behave reciprocated or unreciprocated behavior while expressing socially affective facial expression. The total money or credit which the subject earns is contingent on partner's choice. From this study, I observed that subject's appraisal of interaction with cooperative/uncooperative (or friendly/unfriendly) virtual agents in an investment game result in increased autonomic and somatic response, and that these responses were observed by physiological signal and facial expression in real time. For assessing user feedback, Photoplethysmography (PPG) sensor, Galvanic skin response (GSR) sensor while capturing front facial image of the subject from web camera were used. After all trials, subjects asked to answer to questions associated with evaluation how much these interaction with virtual agents affect to their appraisals.