A preliminary study on the use of emotional recurrence analysis to identify coordination in collaborative learning

Abstract

The use of intelligent tutoring systems to support coordination in collaborative distant learning has become an important topic. This study investigated how the coupling of emotional states detected from facial expressions can be used as indices. Forty participants engaged in a simple explanation task that required coordination; their facial expressions were recorded. We analyzed the learners emotional recurrence and investigated its validity through comparisons with randomized variables of emotion. Furthermore, we investigated the extent to which variables can be used as indices to determine learning performance. Based on these results, we discuss how to further investigate the use of emotional recurrence to predict collaborative learning for future work.