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Hierarchical Clustering to Identify Emotional Human Behavior in Online Classes: The Teacher’s Point of View
dc.contributor.author | Arias, Susana | |
dc.contributor.author | Moreno-Ger, Pablo | |
dc.contributor.author | Verdú, Elena | |
dc.date | 2020 | |
dc.date.accessioned | 2021-06-23T08:19:06Z | |
dc.date.available | 2021-06-23T08:19:06Z | |
dc.identifier.issn | 2367-3370 | |
dc.identifier.uri | https://reunir.unir.net/handle/123456789/11511 | |
dc.description.abstract | Teacher and student emotions are a fundamental basis in the development of the teaching-learning process. In this paper, we aim to verify whether it is possible for the emotions that are registered on a teacher’s face to constitute emotional vectors and therefore be grouped hierarchically in order to obtain the teacher’s emotional behavior during a virtual class. The experimental process demonstrated that it is possible to obtain an emotional funnel whose result is reflected in a valid hierarchical cluster to identify the set of emotions of a teacher when dealing with a specific topic or in the course of a time window. The work is in progress, but the conclusions it offers are valid enough to be proposed as a basis for recommendations in the teaching-learning process. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Lecture notes in networks and systems | es_ES |
dc.relation.ispartofseries | ;vol. 186 | |
dc.relation.uri | https://link.springer.com/chapter/10.1007%2F978-3-030-66093-2_26 | es_ES |
dc.rights | restrictedAccess | es_ES |
dc.subject | emotions | es_ES |
dc.subject | hierarchical cluster | es_ES |
dc.subject | learning | es_ES |
dc.subject | teaching | es_ES |
dc.subject | Scopus(2) | es_ES |
dc.title | Hierarchical Clustering to Identify Emotional Human Behavior in Online Classes: The Teacher’s Point of View | es_ES |
dc.type | conferenceObject | es_ES |
reunir.tag | ~OPU | es_ES |
dc.identifier.doi | https://doi.org/10.1007/978-3-030-66093-2_26 |
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