Zoom link: us02web.zoom.us/j/87449670821?pwd=SXN2MXNwVDIzSDhLQUVkZjNuTGFrZz09

During learning, emotions can have a major impact on students’ performance. In particular after students get feedback on their task performance, different emotional responses can be triggered. Previous research found mixed results; feedback on failure can lead to negative emotions such as frustration, which in turn can have a negative influence on learning. However, this feedback can also motivate students to perform better on the next task, thus leading to engaged concentration. As empirical evidence on this relationship when students work with Adaptive Learning Technologies (ALTs) is also limited, we investigated both university students as well as grade 5 students’ emotional responses to the immediate feedback these ALTs provide. This talk will elaborate on the results of two studies, the first conducted with university students and the second with grade five students. Students’ physiological responses are measured and combining with their experiential and behavioural responses. Their arousal was continuously measured by electrodermal activity (EDA) (physiological) and combined with self-reported valence (experiential) and observation of emotion types via facial expressions (behavioural) after every feedback event.