The potential of affective computing in e-learning: The journey from theory to practice in the "Myself" project

The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design . Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning “Myself”: the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems.