Supporting learning by considering emotions: Tracking and Visualization. A case study

Type: Evidence | Proposition: A: Learning | Polarity: | Sector: | Country:

The adequate emotional state of students has proved to be essential for favoring learning. This paper explores the possibility of obtaining students' feedback about the emotions they feel in class in order to discover potential emotion patterns that might indicate learning fails. This paper presents a visual dashboard that allows students to track their emotions and follow up on their evolution during the course. We have compiled the principal classroom related emotions and developed a two-phase inquiry process to: verify the possibility to measure students' emotions in classroom; discover how emotions can be displayed to promote self-reflection; and confirm the impact of emotions on learning performance. Our results suggest that students' emotions in class are related to evaluation marks. This shows that early information about students' emotions can be useful for teachers and students to improve classroom results and learning outcomes.

Citation: Samara Ruiz, Sven Charleer, Maite Urretavizcaya, Joris Klerkx, Isabel Fernandez-Castro and Erik Duval (2016). "Supporting learning by considering emotions: Tracking and Visualization. A case study". In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK '16). ACM, New York.