Author: Boža D. Miljković
Author: Aleksandar V. Petojević
Author: Mališa R. Žižović
Year of publication: 2017
Source: Show
Pages: 225-240
DOI Address: https://doi.org/10.15804/tner.2017.47.1.18
PDF: tner/201701/tner20170118.pdf

Modern concepts of education are increasingly focused on e-learning and distance learning. Expectations from them are at least the same efficiency, but also results higher than those obtained by the traditional education system. In distance learning systems the modules of assistants (tutors, helpers) are very important. They provide immediate feedback both to the student and the distance learning system. Tracking and recognizing emotions in distance learning systems is of great importance, especially in the adaptive capacity of automated education systems towards the student, but also in a corrective role in the distance learning process itself. Here we present a model for evaluating students based on automatic recognition of emotions during task solving.

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