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This study offers a comprehensive review of various methodologies for emotion based emotion Learning Management Systems (LMS) and examines the use of Technology Acceptance Model (TAM) to investigate how learner beliefs and attitudes influence emotion based LMS use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude and behavioural intentions. In the study, 40 potential users were presented with an introductory demonstration of emotion based LMS for an IT course. Following the demonstration, data on user perceptions and attitudes about emotion based LMS were gathered based on this initial exposure. Hierarchical multiple regressions were used to assess the overall model and influence of each variable of interest in determining behavioural intentions to use emotion based LMS. The analysis showed that both the user perceptions and attitudes have significant positive effects on behavioural intention to use emotion based LMS. Implications of these findings for practice and research are examined and discussed. 154 Index Terms-emotion recognition, emotion-based elearning, e-learning, learning management systems, technology acceptance model 155

Mathematics learning and teaching is an area of interest to the teaching community in first year higher education and enabling programs due to the large gap of expected mathematics knowledge and the actual mathematics abilities of students in these programs with the goal of find solutions to bridge the gap of knowledge so that students can meet the expected knowledge required in a degree program of their choice. One of the factors of interest in the research community is the impact of gender on mathematics learning. This study investigates if there is a gender difference in terms of enabling students' mathematics achievement and affective factors related to mathematics, particularly, their self-efficacy, active learning strategies, perceived usefulness of mathematics, perception on learning environment that have an impact to their mathematics learning, achievement-oriented goals, enjoyment of mathematics, and mathematics anxiety based on a sample of 507 students undertaking an enabling program at a university in South Australia. Results indicated that male and female students' achievement in mathematics are statistically and significantly similar but male students scored higher in self-efficacy and enjoyment of learning mathematics while female students scored higher in mathematics anxiety. A discussion of the results and its implications are also presented.

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