Towards multimodal emotion recognition in e-learning environments

This paper presents a framework (FILTWAM (Framework for Improving Learning Through Webcams And Microphones)) for real-time emotion recognition in e-learning by using webcams. FILTWAM offers timely and relevant feedback based upon learner's facial expressions and verbalizations. FILTWAM's facial expression software module has been developed and tested in a proof-of-concept study. The main goal of this study was to validate the use of webcam data for a real-time and adequate interpretation of facial expressions into extracted emotional states. The software was calibrated with 10 test persons. They received the same computer-based tasks in which each of them were requested 100 times to mimic specific facial expressions. All sessions were recorded on video. For the validation of the face emotion recognition software, two experts annotated and rated participants’ recorded behaviours. Expert findings were contrasted with the software results and showed an overall value of kappa of 0.77. An overall accuracy of our software based on the requested emotions and the recognized emotions is 72%. Whereas existing software only allows not-real time, discontinuous and obtrusive facial detection, our software allows to continuously and unobtrusively monitor learners' behaviours and converts these behaviours directly into emotional states. This paves the way for enhancing the quality and efficacy of e-learning by including the learner's emotional states.     

Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project

This article considers the impact of the early stages of an international project, Gardens for Life (GfL), on children’s perceptions of school gardening and on their learning. The project involved 67 schools in England, Kenya and India and focused on the growing of crops, recognising the importance of both the process and product of this activity in the different countries. The theoretical framework was derived from consideration of informal learning, and more specifically experiential learning, drawing on prior research undertaken in the context of school gardening. The research approach is characterised by the use of concept maps to uncover the characteristically different ways in which children discerned school gardening and to help to provide insight into their understanding of this activity. It was supported by contextual observation, interviews and children’s drawings to aid the interpretation and understanding. The study showed a positive impact on learning and on the perceptions of children towards school gardening in all three countries. It also highlighted the different perceptions, interpretations and understanding of school gardening in the different cultures and environments, as well as the various aspects of it which the children themselves highlighted.     

Temperamental Origins of Child and Adolescent Behavior Problems: From Age Three to Age Fifteen

We assessed relations between early temperament and behavior problems across 12 years in an unselected sample of over 800 children. Temperament measures were drawn from behavior ratings made by examiners who observed children at ages 3, 5, 7, and 9. Factor analyses revealed 3 dimensions at each age: Lack of Control, Approach, and Sluggishness . Temperament dimensions at ages 3 and 5 were correlated in theoretically coherent ways with behavior problems that were independently evaluated by parents and teachers at ages 9 and 11, and by parents at ages 13 and 15. Lack of Control was more strongly associated with later externalizing behavior problems than with internalizing problems; Approach was associated with fewer internalizing problems among boys; and Sluggishness was weakly associated with both anxiety and inattention, especially among girls. Lack of Control and Sluggishness were also associated with fewer adolescent competencies. These results suggest that early temperament may have predictive specificity for the development of later psychopathology.     

Donald Super's Influence in the United Kingdom

The impact of Donald Super's work on the theory and practice of career guidance in the UK is reviewed. He played an important role in the move away from a ``talent-matching' to a developmental model, and in the emergence of the concept of careers education. He also made significant direct contributions to the field during the three years he spent in England towards the end of his own career. The critique to which his work was subjected led to innovative theoretical work which stands in its own right. While in some respects his legacy was more indirect than direct, it is still evident.     

Gender segregation in higher educational attainment in Australia 1978–94

In this paper the extent and change of the gender segregation ofcourse completions across fields of study in higher education over theperiod 1978–94 in Australia is measured. It is argued that similarforms of measurement are appropriate in documenting changing patterns ofattainment in higher education by gender, as those which are used formeasuring occupational gender segregation. The issues relating to themeasurement of gender segregation are briefly explored. Over the period1978–86, women and men exhibited a more integrated distribution ofcourse completions, as measured by the Karmel and Maclachlan index of(occupational) segregation. Although women continued to raise their share ofcompletions over the period 1987–94, there was little change in theextent of gender segregation in aggregate, and segregation increased inMasters and Bachelors courses. Reference is also made to the impact ofchanges in the Higher Education Contributory Scheme in 1996 on the gendercomposition of undergraduate course completions. Policies designed toattract women into atypical Higher Education courses are explored.     

Two New Statistics to Detect Answer Copying

Two new indices to detect answer copying on a multiple-choice test—S₁ and S₂—were proposed. The S₁ index is similar to the K index (Holland, 1996) and the K₂ index (Sotaridona & Meijer, 2002) but the distribution of the number of matching incorrect answers of the source and the copier is modeled by the Poisson distribution instead of the binomial distribution to improve the detection rate of K and K₂. The S₂ index was proposed to overcome a limitation of the K and K₂ index, namely, their insensitiveness to correct answers copying. The S₂ index incorporates the matching correct answers in addition to the matching incorrect answers. A simulation study was conducted to investigate the usefulness of S₁ and S₂ for 40- and 80-item tests, 100 and 500 sample sizes, and 10%, 20%, 30%, and 40% answer copying. The Type I errors and detection rates of S₁ and S₂ were compared with those of the K₂ and the ω copying index (Wollack, 1997). Results showed that all four indices were able to maintain their Type I errors, with S₁ and K₂ being slightly conservative compared to S₂ and ω. Furthermore, S₁ had higher detection rates than K₂. The S₂ index showed a significant improvement in detection rate compared to K and K₂.     

Professionalisation of operating department practice: an evolutionary perspective

The health care professionals staffing the operating theatres of UK hospitals are pursuing a professionalisation agenda based around increasing the academic level of the credential required for entry to their professional register. This paper explores the impact of this on registered Operating Department Practitioners (ODPs) and Theatre Nurses by proposing a theory of professionalisation as an inter- and intra-professional evolutionary process, which resonates with the Red Queen's Hypothesis. The findings show how registered professionals carry out a benchmarking exercise to determine the most suitable route of professional development. The ODPs and nurses who decide to participate in credentialised continuing professional development do so to remain competitive with the new breed of graduates entering the profession. However, their continued study only serves to bring them to the level of the new breed professionals; they are running fast to stand still. We explore and comment on the ripple of behaviours the rise in academic credential produces.     

Using visual support in preschool phonemic segmentation training

In an earlier training study we found that the use of visual support in phonemic segmentation training provided no additional value for poor readers and spellers from schools for children with learning disabilities, having problems segmenting speech (Kerstholt, van Bon & Schreuder 1994). Previous research (e.g., Hohn & Ehri 1983) suggests, however, that visual support – such as alphabet letters – does facilitate the segmentation teaching of preschoolers. Hence, it was expected that visual support would be beneficial in phonemic segmentation training only prior to formal reading and spelling instruction. The purpose of the present study was to test this expectation. One group of preschoolers was trained in phonemic segmentation with diagrams and alphabet letters as visual support, another group was trained without visual help. Results show the preschoolers to improve their phonemic segmentation, reading and spelling skill significantly. It made no difference, however, whether the children were trained in phonemic segmentation with or without the help of visual support. The findings of the present study and those of our earlier study indicate visual support to be useful in phonemic segmentation training only under certain conditions. It is suggested that differences in orthographic properties of the languages involved may explain the difference between the Anglo-Saxon studies that did show an additional effect of letters and a number of Dutch studies that did not.