Affective Learning — A Manifesto

By Rosalind W. Picard, S. Papert, W. Bender, B. Blumberg, Cynthia Lynn Breazeal, D. Cavallo, Tod Machover, Mitchel Resnick, D. Roy, C. Strohecker. 2004

550 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/1e8a7137add38dc2002682d5dfe0310dfbcee5e4

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Citations in the corpus

Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment (2009, background): “The extension of cognitive theory to explain and exploit the role of affect in learning is still in its infancy (Picard et al., 2004).”
Emotion Sensors Go To School (2009, background): “No comprehensive, validated, theory of emotion exists that addresses learning, explains which emotions are most important in learning, or identifies how emotion influences learning [2].”
Interactive recommender systems: A survey of the state of the art and future research challenges and opportunities (2016, background): “As emotions play a crucial role in decision making (Picard et al., 2004), elaborating this research is of particular interest.”
Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments (2010, background): “Even five years ago, it could be argued that affect was being consistently de-emphasized within HCI research (McNeese, 2003; Picard et al, 2004).”
Focus on Formative Feedback (2007, background): “This seems to be supported by a growing number of researchers (e.g., Goleman, 1995; Mayer & Salovey, 1993, 1997; Picard et al., 2004) who have argued that emotional upsets can interfere with mental activities (e.g., anxious, angry, or depressed students do not learn).”
Affect-aware tutors: recognising and responding to student affect (2009, background): “Observing a learner continuously, as a skilled mentor or tutor might do, requires that the computer have affect perception and use that knowledge, along with knowledge about cognitive progress, to reason about a series of student actions and interventions, not simply a single-shot action or interact”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “According to Picard et al. (2004), “There is still very little understanding as to which emotions are most important”
Evaluating the effects of environmental education programming on connectedness to nature (2011, background): “This may, in part, be due to the difficulty in separating emotional affinity toward nature (affective) from interest in nature (cognition) (Picard et al. 2004).”
The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course (2011, background): “Intrinsic motivation has an affective dimension, and the literature highlighting the importance of affective aspects to networked learning is growing (Picard et al., 2004; Zaharias & Poylymenakou, 2009).”
Fundamentals of physiological computing (2009, background): “The detection of negative emotions may be particularly relevant for computing applications designed to aid learning (Picard et al., 2004), i.e., to offer assistance when negative emotions are detected .”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, methodology): “Future research should include objective of cognitive and emotional constructs including tests of retention and transfer, as well as physiological measures of affect such as analyses of facial expressions or galvanic skin response (e.g., Picard et al. 2004; Kai et al. 2015).”
Deep Reinforcement Learning Based Intelligent Reflecting Surface Optimization for MISO Communication Systems (2020, methodology): “This algorithm aims at maximizing the Q value (5) of a certain action-state pair by training the DNN [11].”
Focus on Formative Feedback (2008, background): “This seems to be supported by a growing number of researchers (e.g., Goleman, 1995; Mayer & Salovey, 1993, 1997; Picard et al., 2004) who have argued that emotional upsets can interfere with mental activities (e.”