A Facial Affective Computing Approach to Develop an Adaptive Interface of Game-Based Learning Material

• Main Authors: Hsiao-Yu Luo, 羅曉愉
• Other Authors: Tzu-wei Tsai
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/258vff

碩士 === 國立臺中科技大學 === 多媒體設計系碩士班 === 100 === In the teaching policy proposed by Ministry of Education in 2003, it was mentioned the learning treatment should be adaptive to the individual’s ability. The aim of the study is to apply the facial affective computing approach to develop an adaptive interface for the game-based learning materials. It could immediately adapt the learning challenge to learners’ ability; and therefore learners could enhance learning motivation. Furthermore, the affective usability of the interface is evaluated. The study comprises two-phase experiments. The first experiment is to determine the relationship between learners’ emotion and the learning challenge. 19 primary school students were recruited to use a designed game-based learning material with no adaptive interface. The subjects’ facial emotions were recorded during the experiment. After that, they report on the learning emotion scale and are interviewed about their affective response to the learning challenge. In the second experiment, the interface of facial affective computing is developed to adapt game difficult and content difficulty of the game-based material. 90 primary school students were recruited and randomly assigned to group A, B and C. The group A is arranged to use the material with adaptive game difficulty; the group B uses the adaptive content difficulty; and the group C uses no adaptive materials. The subjects report on the learning motivation scale before and after experiment. They also report their response on the affective usability scale. Besides, video recording, observations and interviews are executed to collect their affective responses during the experiment. The results show that the adaptive interface of facial computing for the game-based learning materials could enhance learners'' motivation and affective usability.