In recent years sensor components have been extending classical computer-based support systems in a variety of applications domains (sports, health, etc.). In this article we review the use of sensors for the application domain of learning. For that we analyzed 82 sensor-based prototypes exploring their learning support. To study this learning support we classified the prototypes according to the Bloom’s taxonomy of learning domains and explored how they can be used to assist on the implementation of formative assessment, paying special attention to their use as feedback tools. The analysis leads to current research foci and gaps in the development of sensor-based learning support systems and concludes with a research agenda based on the findings.

The ability to present effectively is essential for professionals; therefore, oral communication courses have become part of the curricula for higher education studies. However, speaking in public is still a challenge for many graduates. To tackle this problem, driven by the recent advances in computer vision techniques and prosody analysis, multimodal tools have been designed to support the development of public speaking skills. One of these tools is thePresentation Trainer, a research prototype able to provide learners with real‐time feedback on a set of nonverbal communication aspects. Despite initial positive evaluations, the application still lacks grounding in a valid assessment model for nonverbal communication aspects in the context of presentations. To come up with such a model, we conducted semi‐structured interviews with experts in the public speaking domain. Furthermore, the objective of these interviews was also to have a formative evaluation of thePresentation Trainer, analysing how it suits with common practices for teaching and learning public speaking skills. The results of this study identify 131 nonverbal communication practices that affect the quality of a presentation and summarize experts' points of view regarding multimodal public speaker instructors.

The increasing accessibility of sensors allows the study and development of multimodal learning tools that create opportunities for learners to practice while receiving feedback. One of the potential learning scenarios addressed by these learning applications is the development of public speaking skills. First applications and studies showed promising empirical results in laboratory conditions. In this article we present a study where we explored the use of a multimodal learning application called the Presentation Trainer, supporting learners with a real public speaking task in the classroom. The results of this study help to understand the challenges and implications of testing such a system in a real-world learning setting, and show the actual impact compared to the use in laboratory conditions.

The increasing accessibility of sensors has made it possible to create instructional tools able to present immediate feedback to their users. In order to study how this type of instruction can have an effect on learning, we created the Presentation Trainer: a prototype designed to help users to develop their nonverbal communication skills for public speaking. In this paper we present our work in progress on the Presentation Trainer, which includes two user studies. The studies showed that participants would gladly use the Presentation Trainer to prepare for oral presentations, and pointed out to some considerations required for the design of tools able to effectively support a complex learning task through immediate feedback.

In recent years, research on multimodal sensor-based technologies has produced different prototypes designed to support the development of public skills. These prototypes are able to analyze the nonverbal communication of learners and provide them with feedback, in cases where human feedback is not available. One of these prototypes is called the Presentation Trainer (PT). Experts in public speaking claim that ultimately there is not such thing as the right way to do a presentation. They pointed out that it would be useful for tools such as the PT to present learners with the opportunity to become aware of their own nonverbal communication. Following this suggestion we developed a self-reflection module for the PT. In this study we conducted user tests exploring the use of this module. Results from these tests showed that participants perceived that the self-reflection module helped them to reflect about their performance, and point out research paths to further investigate the influence of self-reflection in the learners’ performance.

The acquisition of knowledge is a key aspect for learners. However, in moments of stress the cognitive capacities of learners decrease considerably, making it very difficult for learners to get access and use their already acquired knowledge. Therefore we developed The Booth, a prototypical toolkit designed to support learners to prepare for key situations that are foreseen to be stressful. It guides the learner through a series of lectures helping them to gain personal power, and become in touch with their sincere-self. This paper presents the prototype, including the description of its technical aspects and the theory behind its lectures.