Development of Estimation Method for Learner’s Emotional Concealment During Learning Using Biometric Information and Feedback Model

Abstract

Although it is important to understand learners’ emotional situations in teaching and learning processes, learners sometimes do not express negative emotions intentionally. This study has termed this intentional non-expression of negative emotions “emotional concealment,” and examined its estimation from learners’ biometric information. In particular, we focused on learners’ facial features, and attempted to clarify their relationship with emotional concealment. Using these results, we attempted to quantify emotional concealment from the time-series data of biometric information and detect it as an outlier. Additionally, we attempted to develop a feedback generation system to inform teachers about emotional concealment.