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    Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/10259/10906

    Título
    Detection of Stress Stimuli in Learning Contexts of iVR Environments
    Autor
    Ramírez Sanz, José MiguelUBU authority Orcid
    Peña-Alonso, Helia Marina
    Serrano Mamolar, AnaUBU authority Orcid
    Arnaiz González, ÁlvarUBU authority Orcid
    Bustillo Iglesias, AndrésUBU authority Orcid
    Publicado en
    Extended Reality: XR Salento 2023, Proceedings, Part II, V. 14219, p. 427–440
    Editorial
    Springer
    Fecha de publicación
    2023-09-05
    ISBN
    978-3-031-43404-4
    DOI
    10.1007/978-3-031-43404-4_29
    Descripción
    Comunicación presentada en: International Conference on Extended Reality, XR Salento 2023, held in Lecce, Italy during September 6–9, 2023
    Abstract
    The use of eye-tracking in immersive Virtual Reality (iVR) is becoming an important tool for improving the learning outcomes. Nevertheless, the best Machine Learning (ML) technologies for the exploitation of eye-tracking data is yet unclear. Actually, one of the main drawbacks of some ML technologies, such as classifiers, is the scarce labeled data for training models, being the process of data annotation time-consuming and expensive. This paper presents a complete experimentation where different ML algorithms were tested, both supervised and semi-supervised, for trying to identify the stressors/distractors present in iVR learning experiences simulating the operation of a bridge crane. Results shown that the use of semi-supervised techniques can improve the performance of the Machine Learning methods making possible the identification of stressful situations in iVR environments. The use of semi-supervised learning techniques makes possible training ML algorithms without the need of great amount of labeled data which makes the data exploitation cheaper and easier.
    Palabras clave
    Machine learning
    Semi-supervised learning
    Inmersive virtual reality
    Game-based learning
    Eye-tracking
    Stress
    Materia
    Inteligencia artificial en la enseñanza
    Artificial intelligence-Educational applications
    Aprendizaje automático
    Machine learning
    URI
    https://hdl.handle.net/10259/10906
    Versión del editor
    https://doi.org/10.1007/978-3-031-43404-4_29
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