Revealing the Hidden Structure of Affective States During Emotion Regulation in Synchronous Online Collaborative Learning

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dc.contributor.authorDang, Belle
dc.contributor.authorNguyen, Andy
dc.contributor.authorHong, Yvonne
dc.contributor.authorNguyen, Bich-Phuong Thi
dc.contributor.authorTran, Bao-Nhi Dang
dc.date.accessioned2022-12-27T18:49:02Z
dc.date.available2022-12-27T18:49:02Z
dc.date.issued2023-01-03
dc.description.abstractThis study aims to explore the use of advanced technologies such as artificial intelligence (AI) to reveal learners' emotion regulation. In particular, this study attempts to discover the hidden structure of affective states associated with facial expression during challenges, interactions, and strategies for emotion regulation in the context of synchronous online collaborative learning. The participants consist of 18 higher education students (N=18) who collaboratively worked in groups. The Hidden Markov Model (HMM) results indicated interesting transition patterns of latent state of emotion and provided insights into how learners engage in the emotion regulation process. This study demonstrates a new opportunity for theoretical and methodology advancement in the exploration of AI in researching socially shared regulation in collaborative learning.
dc.format.extent10
dc.identifier.doi10.24251/HICSS.2023.004
dc.identifier.isbn978-0-9981331-6-4
dc.identifier.other0c48b964-30fd-4223-8647-d8fe7d83dde6
dc.identifier.urihttps://hdl.handle.net/10125/102632
dc.language.isoeng
dc.relation.ispartofProceedings of the 56th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAdvances in Teaching and Learning Technologies
dc.subjectcomputer-supported collaborative learning
dc.subjectemotion regulation
dc.subjectfacial expression recognition
dc.subjecthidden markov model
dc.subjectsocially shared regulation
dc.titleRevealing the Hidden Structure of Affective States During Emotion Regulation in Synchronous Online Collaborative Learning
dc.type.dcmitext
prism.startingpage14

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