Title: Personalised emotion-aware e-learning systems with interventions

Authors: Zahra Karamimehr; Mohammad Mehdi Sepehri; Soheil Sibdari; Toktam Khatibi; Hassan Aghajani

Addresses: Faculty of Industrial and Systems Engineering, Tarbiat Modares University, Tehran, Iran ' Faculty of Industrial and Systems Engineering, Tarbiat Modares University, Tehran, Iran ' Charlton College of Business, University of Massachusetts, Dartmouth MA 02747, USA ' Faculty of Industrial and Systems Engineering, Tarbiat Modares University, Tehran, Iran ' Tehran University of Medical Sciences, Department of Cardiology, Tehran Heart Center, Tehran, Iran

Abstract: Personalised education, automated tutoring, and targeted evaluation are among the top technology-intense advances in education today. Automated intervention in online student learning is essential in the absence of human instructors. These interventions need to consider non-observable features of e-learners and offer instructions according to the system's perception of these features. In this paper, we study the intervention methods in learning process according to the emotional state of e-learner. We adopt Control-Value Theory of achievement emotions as our research basis to infer about the affective state of e-learners. We offer educational and affective strategies based on the learning behaviour of the e-learner and determine the time to intervene in addition to the type of support and materials that are required in each intervention. The efficiency of our proposed personalised system is evaluated by conducting an experiment in a real e-learning platform using three learning metrics: learning gains, course engagement, and satisfactions.

Keywords: achievement emotions; emotion-aware personalisation; human-computer interaction; intelligent tutoring systems; online learning behaviours; smart learning; the control-value theory; online teaching strategies; online task value enhancers; educational and affective feedbacks.

DOI: 10.1504/IJSMARTTL.2023.136909

International Journal of Smart Technology and Learning, 2023 Vol.3 No.3/4, pp.187 - 211

Received: 13 Jun 2022
Received in revised form: 10 Aug 2022
Accepted: 11 Aug 2022
Published online: 28 Feb 2024 *

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