• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.225-234
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• 2010

To investigate the role of positive emotion in education, we have reviewed the previous studies on positive emotion, learning and motivation. In the present study, we examined the definition of positive emotion, and influences of positive emotion on cognition, creativity, social relationship, psychological resource such as life satisfaction, and interactive relationship among positive emotion, motivation and learning. To investigate the role of positive emotion on motivation and learning more scientifically, we examined the recent results of neuroscience. In other words, we have reviewed diverse research on positive emotion, learning and motivation based on brain-based learning. We also examined the research of autonomy-supportive environment as the specific example of improving positive emotion. As one of the most effective methods for emotional education, we discussed brain-based learning, the new research field. As the future prospects, we discussed the implications, possibilities and limitations of brain-based learning.

• Journal of The Korean Society of Integrative Medicine
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• v.4 no.1
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• pp.65-72
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• 2016

Purpose : This study was carried out to find out the relationship between emotion intelligence, learning flow and career stress of nursing students and influence factors for career stress. Methods : This study targeted 197 university students in their freshman-senior year attending College of Nursing located in P Metropolitan City. For collected data, real numbers and percentage, mean and standard deviation and multiple regression analysis were carried out by using PASW 21.0 program and the correlation between emotion intelligence, learning flow and career stress was analyzed with Pearson's correlation coefficients. Results : Emotional self-awareness(M=3.80, SD =.71), clear goals(M=3.39, SD=.90) and school environment stress(M=2.97, SD=.96) were found to be high in the degree of emotion intelligence, learning flow and career stress of the subjects. The relationship between emotion intelligence and learning flow showed a positive correlation(r=.489, p<.01) in the correlation between emotion intelligence, learning flow, career stress and emotion intelligence showed a negative correlation with career stress(r=-.204, p<.01). Emotion intelligence and learning flow show that career stress is predicted significantly (${\beta}$ =-.15, p < .01) and explained a career stress variate as 18%(F = 24.5, p < .01). Conclusion : Emotion intelligence of nursing students was found to be very influential on the degree of learning flow or career stress. Based on the results of this study, replication studies on emotion intelligence and career stress are needed and the development of intervention programs to increase emotion intelligence is needed.

• The Journal of the Korea Contents Association
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• v.15 no.8
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• pp.625-641
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• 2015

Recent research shows that emotion is closely related to memory and learning. Although a growing number of educators have high interest in affective aspects of learning processes and outcomes, there are few studies to investigate systematically instructional strategies and learning environments based on learners' emotion. Despite the efforts to understand the role of emotion and to facilitate positive emotion for meaningful learning in face-to-face and online environments, it is still a challenging issue to measure emotion in a valid and reliable way. To implement emotion-based education, it is essential to overcome the limitation of self-report surveys on emotion, which rely on the memory of learners. The current study surveyed emotion measurement tools, which are recently developed in education and other domains, in terms of self-report, neurophysiology, and behavioral responses. This study also discussed how emotion measurement tools can be used in authentic learning and teaching situations. Particularly, this study focused on cutting-edge technologies that would enable educators to collect and analyze learners' emotion easily in real-world contexts. This study will contribute to the research about the role of emotion in education and the design of adaptive learning environments that consider the change of learners' emotion.

• The Journal of the Acoustical Society of Korea
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• v.40 no.5
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• pp.515-522
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• 2021

It is hard to prepare sufficient training data for speech emotion recognition due to the difficulty of emotion labeling. In this paper, we apply transfer learning with large-scale training data for speech recognition on a transformer-based model to improve the performance of speech emotion recognition. In addition, we propose a method to utilize context information without decoding by multi-task learning with speech recognition. According to the speech emotion recognition experiments using the IEMOCAP dataset, our model achieves a weighted accuracy of 70.6 % and an unweighted accuracy of 71.6 %, which shows that the proposed method is effective in improving the performance of speech emotion recognition.

• Journal of Digital Convergence
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• v.6 no.1
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• pp.113-122
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• 2008

In this paper, we studied on the e-learning impact on the employees in the convention business, focusing on the employees' learning attitudes and emotion. Since the convention business is getting more attention especially in the culture and tourism industry, the employees in this convention setting are needed to reeducated periodically. We collect and test 126 employees who have studied some conventional education in e-learning. The findings of this research are that an employees' attitude and emotion have a significant positive effect on the achievement or success of the e-learning program. Based on this study, we discuss and suggests managerial implications for building e-learning context, with the consideration of the attitudes and emotion of the participants.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.3
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• pp.259-265
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• 2006

Learning and emotions are very important parts to implement intelligent robots. In this paper, we implement intelligent virtual character based on reinforcement learning which interacts with user and have internal emotion model. Virtual character acts autonomously in 3D virtual environment by internal state. And user can learn virtual character specific behaviors by repeated directions. Mouse gesture is used to perceive such directions based on artificial neural network. Emotion-Mood-Personality model is proposed to express emotions. And we examine the change of emotion and learning behaviors when virtual character interact with user.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2011.11a
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• pp.63-64
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• 2011

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2012.05a
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• pp.87-88
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• 2012

• Journal of Institute of Control, Robotics and Systems
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• v.12 no.7
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• pp.666-670
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• 2006

This paper presents the novel feature selection method for Emotion Recognition, which may include a lot of original features. Specially, the emotion recognition in this paper treated speech signal with emotion. The feature selection has some benefits on the pattern recognition performance and 'the curse of dimension'. Thus, We implemented a simulator called 'IFS' and those result was applied to a emotion recognition system(ERS), which was also implemented for this research. Our novel feature selection method was basically affected by Reinforcement Learning and since it needs responses from human user, it is called 'Interactive feature Selection'. From performing the IFS, we could get 3 best features and applied to ERS. Comparing those results with randomly selected feature set, The 3 best features were better than the randomly selected feature set.

• Educational Technology International
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• v.18 no.2
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• pp.101-129
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• 2017

This study attempted to collect learners' emotion and state motivation, analyze their inner states, and measure state motivation using a non-self-reported survey. Emotions were measured by learning segment in detailed learning situations, and they were used to indicate total state motivation with prediction power. Emotion was also used to explain state motivation by learning segment. The purpose of this study was to overcome the limitations of video-based learning environments by verifying whether the emotions measured during individual learning segments can be used to indicate the learner's state motivation. Sixty-eight students participated in a 90-minute to measure their emotions and state motivation, and emotions showed a statistically significant relationship between total state motivation and motivation by learning segment. Although this result is not clear because this was an exploratory study, it is meaningful that this study showed the possibility that emotions during different learning segments can indicate state motivation.