Abstract
Recently, research in Education has focused on analyzing emotions as an important factor that influences the processes related to learning, beyond academic knowledge and domain contents. Education studies are now considering emotions in students experience during their learning process, their positive or negative influence for better academic support. In this context, Affective Computing aim is to create computer environments for learning capable of promoting positive emotional experiences that improve student’s performance. We are proposing a conceptual model for the analysis of emotions in Spanish language, intended for Engineering students during their learning process in a collaborative computer environment. The model was designed through carrying out an exploratory study with an interpretative descriptive analysis in order to find patterns in the empirical evidence that in the future leads to the automation of the phenomenon using Affective Computing resources.
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Osorio Angel, S., Peña Pérez Negrón, A., Espinoza Valdez, A. (2020). From a Conceptual to a Computational Model of Cognitive Emotional Process for Engineering Students. In: Mejia, J., Muñoz, M., Rocha, Á., A. Calvo-Manzano, J. (eds) Trends and Applications in Software Engineering. CIMPS 2019. Advances in Intelligent Systems and Computing, vol 1071. Springer, Cham. https://doi.org/10.1007/978-3-030-33547-2_14
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