Moulding student emotions through computational psychology: Affective learning technologies and algorithmic governance

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

ecently psychology has begun to amalgamate with computer science approaches to big data analysis as a new field of “computational psychology” or “psycho-informatics,” as well as with new “psycho-policy” approaches associated with behaviour change science, in ways that propose new ways of measuring, administering and managing individuals and populations. In particular, “social-emotional learning” has become a new focus within education. Supporters of social-emotional learning foresee technical systems being employed to quantify and govern learners’ affective lives, and to modify their behaviours in the direction of “positive” feelings. In this article I identify the core aspirations of computational psychology in education, along with the technical systems it proposes to enact its vision, and argue that a new form of “psycho-informatic power” is emerging as a source of authority and control over education.
Original languageEnglish
Pages (from-to)267-288
Number of pages22
JournalEducational Media International
Volume54
Issue number4
Early online date28 Nov 2017
DOIs
Publication statusE-pub ahead of print - 28 Nov 2017

Keywords / Materials (for Non-textual outputs)

  • Affective computing
  • big data
  • biometrics
  • computational psychology
  • psycho-informatics
  • social-emotional learning

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