Design practices for multimodal affective mathematical learning

Abstract

In this paper we focus on interaction design for multimodal software in affective education, and provide a case study of our MADE (Multimodal Affect for Design and Evaluation) framework. We are considering the sensory modalities, affective and cognitive strategies and trying to solve mathematical learning difficulties such as lack of attention, distraction, stress or disabilities. Using a multimodal affective learning system will increase the encouragement in learning, and will help students develop grounded understanding of proportional equivalence e.g. 1/3 = 2/6.