|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Moulding student emotions through computational psychology: affective learning technologies and algorithmic governance|
|Citation:||Williamson B (2017) Moulding student emotions through computational psychology: affective learning technologies and algorithmic governance, Educational Media International, 54 (4), pp. 267-288.|
|Abstract:||Recently 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.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Media International on 28 Nov 2017, available online: http://www.tandfonline.com/10.1080/09523987.2017.1407080|
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