Elaine C.S. Hayashi, Rita M.M. Khater, and Maria Cecília C. Baranauskas
Human-Computer Interaction, Design for children, Affective Evaluation, Self-Assessment Manikin, Brazil
The dissemination of the use of information and communication technologies in developing and emerging countries are a promise for leveraging education, contributing to universal and democratic access to education. The emotional and affective states of students regarding technology may be an ally in their learning process. While technology and affective responses are important in children’s education, little is known about students’ effective affective responses towards to the use of technology at school. In the challenge of conducting quantitative research on such subjective/qualitative aspect of interaction, this study involved 340 participants from an elementary school in Brazil where the deployment of low cost laptops has been taking place recently. We point out the importance of a systemic approach to assessing the affective states of children within learning environments mediated by technology.
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