This study examined the effects of affective feedback on learners' boredom, confusion, and frustration in asynchronous video-based learning. Affective feedback messages and writing activity were used to deliver the utility value of learning topics. Facial expression data from 30 adult learners were collected and analyzed to identify changes in affective states. The findings suggested that the utility value message had a significant on reducing learners' boredom.
|Title of host publication||International Collaboration toward Educational Innovation for All|
|Subtitle of host publication||Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022|
|Editors||Clark Chinn, Edna Tan, Carol Chan, Yael Kali|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Number of pages||2|
|State||Published - 2022|
|Event||16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan|
Duration: 6 Jun 2022 → 10 Jun 2022
|Name||Proceedings of International Conference of the Learning Sciences, ICLS|
|Conference||16th International Conference of the Learning Sciences, ICLS 2022|
|Period||6/06/22 → 10/06/22|
Bibliographical noteFunding Information:
This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2018S1A5A8030048).