Do Categorical Emotions Have Intensity? Modeling Emotional Intensity Transitions by Task, Peer, and Environment Causes

Abstract

Emotions shape students’ learning experiences. While research links positive emotions to better outcomes and negative emotions to poorer ones, few studies examine how emotions change in intensity and cause during collaborative learning. This study builds on emotion causes—Task, Peer, and Environment—by proposing a framework that connects graded emotions to their triggers. Using EcoJourneys, a narrative-centered, game-based learning environment, we annotated the emotional states of 21 elementary school students, capturing shifts among five core emotions (Engagement, Boredom, Confusion, Frustration, and Delight) across four intensity levels. We explore three research questions: (1) What are the common emotional transitions and their causes? (2) How do these causes influence emotional state duration? (3) Do different causes trigger transitions at varying intensities of the same emotion? Our findings show most transitions, regardless of cause, increase Engagement intensity. Notably, Peer causes often help recovery from moderate Confusion to higher Engagement, while Task causes lead transitions within the Engagement spectrum. This work enhances understanding of emotional dynamics in collaborative learning and informs design for emotion-aware learning technologies.