TOWARDS EXTERNAL REGULATION OF EMOTIONS USING SENSORS: TWO CASE STUDIES

Learners are intrinsically motivated when their physical and psychological needs are met. Intrinsically motivated learners have a positive perception of learning and they perform better. However, many students are in the continuum of extrinsic motivation, and they move along toward intrinsic motivation or amotivation. In this paper, we investigate how to support learners to aim toward intrinsic motivation by promoting their self-regulation. To achieve this goal, we analyze physiological signals of learners to derive their cognitive and emotional states during learning and explore the ways to provide a friendly support. Then we share two case studies which aim at different groups (college students vs kindergarten children) in a respective learning context (self-directed learning vs digital anxiety).