| Adaptive learning technologies (ALTs) are widely used in Dutch primary education. ALTs successfully adjust task difficulty to students’ ability level, but neglect the role of emotion. My project investigates emotion during learning to find out how emotional information can be incorporated into ALTs. First, emotions during learning with an ALT are assessed using physiological measurements (arousal), self-reports (valence) and observations (emotion type). Next, the relation between task difficulty and emotion is investigated to inform the design of two new algorithms that include emotional information to adjust task difficulty. The relative effectiveness of the new algorithms is compared to the default algorithm used in ALTs. |
