A global perspective on an emotional learning model proposal

Abstract

Existing literature argues that emotions have a significant impact on the majority of human activities and functions. The learning process is one of the activities on which emotions have a direct influence. Thus, understanding the manner in which emotions change the students' learning process is not only very important but it can also allow to improve the existing learning models. Currently, in the majority of situations, the teacher serves as a facilitator between the student and the learning course, and through a constant analysis of the student's behaviour, emotions and achievements, he constantly performs adjustments to the teaching process in order to meet the students' needs and goals. Thus far, in online learning environments there is no easy way for teachers to analyse students' behaviour and emotions. A possible solution to this problem can be the development of mechanisms that enable computers to automatically detect students' emotions and adapt the learning process in order to meet students' real needs. An emotional learning model was described and a software prototype was developed and tested, in order to find out whether it performs live identification of the students' emotions, by using affective computing techniques, and whether it automatically performs adjustments to their individual learning process. Through a deeper analysis and multidisciplinary discussion of the achieved results it is possible to acknowledge that not only emotions impact students' learning, but also that an application that performs live emotion recognition and which integrates this feature with adjustable online learning environments will trigger improvements in students' learning.

Assessing the success behind the use of education management information systems in higher education

“…Nevertheless, when focusing millennials, the main population currently enrolled in universities, the use of IS and the systems' impact on their learning process and their success as students is controversial. If, for instance, some authors assume these systems must incorporate a more emotional component (Faria et al, 2017), others assume that EMIS should assume a motivational feature while serving, at the same time, for both students and organizations to compare their current status and past evolution with existing national and international data (Au-Yong-Oliveira et al, 2018). On the other hand, researchers are decomposing EMIS into smaller parts and trying to study their impact into students' success (McGill and Klobas, 2009).…”

The Transition From Intelligent to Affective Tutoring System: A Review and Open Issues

“…This can develop an affective-aware system and improve its user interface in potential applications [113]. In conjunction with this, it is necessary to extensively study human emotions in the context of e-learning too [114] and thus, a trend has been started to apply an emotional lens in emerging academic research and position emotions as central to learning [115]- [117]. This has further given the rise in the development of ATSs, a type of ITSs, with the ability to control learners' adverse emotions [104].…”

Teaching policy literacy: A case study from the field of disability and rehabilitation studies

“…Although the teacher gives feedback, he or she is more of a facilitator of this process, ensuring a space for and taking note of the interaction of emotions and class activities to facilitate meaningful learning for the student (Faria, Almieda, Martins, Gonçalves, Martins & Branco, 2016). Hence, an intersection of the personal or emotive with the cognitive created a more meaningful learning experience that contributed to authentic learning.…”