Abstract
This paper considers how research into empathy in teaching and learning can inform the research into intelligent systems and intelligent agents embedded in educational applications. It also relates this research to some analysis of classroom practice completed as part of the EU funded NIMIS project. The project is developing three applications, one of which aims to support writing development with young children aged 5-6 years based on a cartoon format. The NIMIS classroom as a whole is designed to enhance and augment existing classroom practices and to foster collaboration by non-intrusive hardware and intuitive hardware and software interfaces. To this end it seeks to enhance both human and electronic communication in the classroom. Empathy is central to ensuring the quality of human communication and personal development. This paper suggests that intelligent systems that can consider more carefully the processes and feelings involved in human interactions in teaching and learning, may promote higher quality support for students in classrooms.
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Cooper, B., Brna, P., Martins, A. (2000). Effective Affective in Intelligent Systems – Building on Evidence of Empathy in Teaching and Learning. In: Paiva, A. (eds) Affective Interactions. IWAI 1999. Lecture Notes in Computer Science(), vol 1814. Springer, Berlin, Heidelberg. https://doi.org/10.1007/10720296_3
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DOI: https://doi.org/10.1007/10720296_3
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