Usability of an Affective Emotional Learning Tutoring System for Mobile Devices

Tao-Hua Wang,Yueh-Min Huang,Hong-Ren Chen,Cheng-Tsung Li,Wei-Ting Yeh,Hao-Chiang Koong Lin

doi:10.3390/su13147890

Abstract

To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development can be accomplished. Therefore, the affective emotional tutoring system established in this study enables learning via mobile devices, which are indispensable in daily life. The real-time interactive agent in the system guides learners to turn negative emotions into positive ones. We explored the usability of and user satisfaction with the affective emotional tutoring system. Sixty-two students participated in the study which used a quantitative research design to explore a learning situation. The overall usability of the system was evaluated with the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) was used to evaluate user satisfaction with the different elements of the system. The results showed that both the usability of and satisfaction with the affective emotional tutoring system were high. The emotional feedback mechanism of the system can help learners turn negative emotions into positive ones.

Highlights

With advances in mobile technology, mobile devices such as cellphones and tablets have become indispensable in daily life
Mobile learning has several advantages facilitating the sustainable development of education, including convenience, flexibility, repetition, a low threshold, high teaching resources, and autonomous learning [5]
This study established an interactive affective emotional tutoring system based on a web page for use with a mobile device

Summary

Introduction

Online learning can help students flourish due to its advantages, its sustainable development, and the high utilization rate of mobile phones. With advances in mobile technology, mobile devices such as cellphones and tablets have become indispensable in daily life. In the field of education, emphasis is increasingly being placed on mobile learning systems that integrate mobile technology into the teaching environment [1,2,3,4]. Mobile learning has several advantages facilitating the sustainable development of education, including convenience, flexibility, repetition, a low threshold, high teaching resources, and autonomous learning [5]. A system capable of reacting to physiological and psychological changes in students, to reduce negative feelings during the learning process, would be highly beneficial

Methods

Results

Conclusion