Open Issues in Educational Affective Recommendations for Distance Learning Scenarios
نویسندگان
چکیده
Despite psychological research showing that there is a strong relationship between learners’ affective state and the learning process, affection is often neglected by distance learning (DL) educators. In this paper we discuss some issues which arise when eliciting personalized affective recommendations for DL scenarios. These issues were identified in the course of applying the TORMES user centered engineering approach to involve relevant stakeholders (i.e. educators) in an affective recommendation elicitation process.
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