Emorec: a new approach for detecting and improving the emotional state of learners in an e-learning environment

Kouahla, Mohamed Nadjib; Boughida, Adil; Chebata, Imed; Mehenaoui, Zohra; Lafifi, Yacine

doi:10.1080/10494820.2022.2029494

Cited by 4 publications

(1 citation statement)

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“…Emotion recognition technologies integrated with intelligent computing functions could automatically detect facial expressions and provide feedback on emotional states. It could be useful to help online learners regulate their emotional states so that they could be deeply immersed in online learning (D'Mello and Graesser, 2012;Kouahla et al, 2022).…”

Section: Technological Interventionsmentioning

confidence: 99%

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

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Section: Technological Interventionsmentioning

confidence: 99%