Feeling and Thinking While Reading: Personalized Emotional Feedback via Automated Facial Recognition Tool

• In Event: AI facilitated feedback to support learning

Abstract

This study examined how personalized feedback influences students’ cognitive and emotional experiences while reading scientific texts online. Sixty undergraduates were randomly assigned to receive either elaborated feedback only (EL) or elaborated plus emotional feedback (EE) — based on data from an automated facial recognition tool. Results showed no significant group differences in multiple choice outcomes test (reproductive). However, the EE group generated more elaborations in writing tasks (constructive). Emotional analysis using linear mixed models revealed that the EE group expressed more anger, less sadness, and more happiness after receiving feedback. These findings suggest that emotional feedback may enhance learners’ focus and emotional stability, offering valuable support for reading comprehension in digital environments.

Authors

• Yu-San Hsiang, National Yang Ming Chiao Tung University

• San Ju Lin, National Yang Ming Chiao Tung University