Emotion during learning
This project investigates emotion during learning to understand how emotions can be incorporated into Adaptive Learning Technologies (ALTs). Emotions are assessed using physiological measurements (arousal), self-reports (valence) and observations (emotion type). The relation between task difficulty and emotion is investigated to inform the design of 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.
Adaptive learning technologies (ALTs) are widely used in Dutch primary education. ALTs successfully adjust task difficulty to students’ cognitive skills, but neglect the role of emotion. This project investigates emotion during learning to understand how emotion-adaptive support can be developed. 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 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.
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