Presentations given by: Myriam Munezero, Patrick Dillon
10:00 - 10:30 Myriam Munezero, School of Computing, University of Eastern Finland
Title: Exploiting Sentiment Analysis to Track Emotions in Students’ Learning Diaries
Learning diaries are instruments through which students can reflect on their learning experience. Students' sentiments, emotions, opinions and attitudes are embedded in their learning diaries as part of the process of understanding their progress during the course and the self-awareness of their goals. Learning diaries are also a very informative feedback source for instructors regarding the students’ emotional well-being. However the number of diaries created during a course can become a daunting task to be manually analyzed with care, particularly when the class is large. To tackle this problem, in this paper we present a functional system for analyzing and visualizing student emotions expressed in learning diaries. The system allows instructors to automatically extract emotions and the changes in these emotions throughout students’ learning experience as expressed in their diaries. The emotions extracted by the system are based on Plutchik’s eight emotion categories, and they are shown over the time period that the diaries were written. The potential impact and usefulness of our system are highlighted during our experiments with promising results for improving the communication between instructors and students and enhancing the learning experience.
10:45 - 11:15 Patrick Dillon, School of Educational Sciences and Psychology, University of Eastern Finland
Title: Young People’s Emotional Engagement with Their School Grounds Expressed Through Colour, Symbol and Lexical Associations. A Finnish-British Comparative Study
This paper reports a comparative study in a Finnish school and a British school of the emotional associations made by 10-11 year old students with their school grounds. Colour and symbol associations were used as a stimulus for getting students to engage with their school grounds, describe their feelings about them, and produce a lexicon of ‘emotion words’. The lexicon was used by the students in writing descriptive texts explaining ‘place meanings’ and ‘place attachments’. Texts were analysed using sentiment analysis algorithms derived from computational linguistics, which yielded hierarchical representations of the affective content of the texts. The detail of the most frequently used emotion words is reported and similarities and differences between the associations in the two different cultural settings are discussed. The lexicon associated with the school grounds in both schools was largely positive. The educational implications of supporting students in engaging with learning environments are briefly discussed.
You can join the PhD meeting online via the Adobe Connect Pro system at UEF.
If you want to participate online, please contact Jarkko Suhonen (jarkko.suhonen(at)uef.fi) early enough for practical arrangements.