The Influence of Affective Feedback Adaptive Learning System on Learning Engagement and Self-Directed Learning.

The outbreak of the two-year corona virus has made a great difference on existing methods of learning and instruction. Online education has become a crucial role to maintain non-stop learning after the post-epidemic period. The advanced technologies and growing popularity of network equipment have made it easy to deploy remote connections. However, teachers still face challenges when they actually implement distance courses. During the learning process, the quality of learning can be improved if the researchers consider multiple factors, including emotions, attitudes, engagement, cognition, neuroscientific and cultural psychology. After analyzing these factors, instructors can have better understanding of students' mental building and cognitive understanding in their process of learning, and be familiar with the way of interaction with students and appropriately adjust their teaching. Therefore, the current study established a learning system that aimed to understand learners' emotional signals during learning by applying the adaptive-feedback emotional computing technology. The purpose of the system was to allow learners to (1) self-examine their learning condition, (2) enhance their self-directed learning, (3) help learners who are in negative learning emotions or settings to lower anxieties, and (4) promote their learning attitudes and engagement. Result showed that the system with the adaptive-feedback emotional computing technology has significantly improved the learning effectiveness, lowered learning anxieties and increased students' self-directed learning.

Affective Mobile Language Tutoring System for Supporting Language Learning.

Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system (AMLTS) was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted via two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition.