Can affective computing lead to more effective use of ICT in Education?

Impact of technology on learning has not been answered clearly many years after the introduction of ICT into classrooms. Today there are optimist and pessimist views regarding the use of ICT in education. Academic research has a position between these two opposing views. Although promising results on benefits of ICT use in education, ICT is not used in teaching in such extend as it could be appropriate according the potentials in the literature. The expected impact of ICT has not been realized mainly because massive investments in equipment and training have not been accompanied by the necessary radical organizational restructuring. The integration of ICT is a complex and multidimensional process including many dynamics such as ICT tools, teachers, students, school administration, educational programs and school culture. Another difficulty in front of this integration is the lack of interactivity and emotionality of currently used ICT. While using these devices students of today want active participation and emotionality instead of staying in a passive role. They are also looking for emotional satisfaction from using and interacting with the products. The main purpose of this article is to make an inquiry on affective computing with an educational viewpoint. The literature review is showing that emotions may serve as a powerful vehicle for enhancing or inhibiting learning and there are optimistic expectations towards affective computing among researchers. Affective computing systems are expected to have positive impacts on learning. Many researchers now feel strongly that intelligent tutoring systems would be significantly enhanced if computers could adapt to the emotions of students. Affective computing and detection of human emotions are areas still maturing and there various are difficulties in front of implementing affective computing systems in real educational settings. New multidimensional studies must be conducted considering various related dimensions such as teachers, students, curricula, school culture, hardware, software, ergonomics, and costs.