Understanding User Feedback Through Negative Emotions: A Learning Experience


User feedback is an important topic to be taught in Software Engineering (SE) courses. Furthermore, it includes theoretical concepts related to questionnaires, the time elapsed, mouse movements, etc., that are used to understand the topic better. In this context, teaching and learning theoretical concepts in different courses are great challenges in education in universities, particularly in this topic, due to the lack of practical applications or examples in real-life problems. Therefore, it is important to adapt the theoretical concepts to the advancement of technology. In this paper, we propose an innovative methodology for teaching implicit user feedback through the analysis of actionable emotions (i.e., emotions triggered by the interaction with a software service). We apply our proposal during three sessions; in the first and second, students reviewed the theoretical concepts in class. The last one was carried out in the ICE-InnovaT studio, where a system recognizes negative emotions in real-time from a user who was interacting with a software service; in this session, the students were watching the results of the system during the user interaction. Our experience indicates positive results in the adoption of this new approach. Overall, students reported positive comments related to using emotion recognition technologies to understand implicit user feedback.

Author Information
Franci Suni-Lopez, Universidad de Lima, Perú
Angela Mayhua-Quispe, Universidad La Salle, Arequipa, Perú
Nadia Rodriguez-Rodriguez, Universidad de Lima, Perú

Paper Information
Conference: BCE2022
Stream: Learning Experiences

This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Suni-Lopez F., Mayhua-Quispe A., & Rodriguez-Rodriguez N. (2022) Understanding User Feedback Through Negative Emotions: A Learning Experience ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.11
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.11

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Posted by James Alexander Gordon