Effects of students’ emotions on cognitive load and performance while using pen-tablets for learning Japanese writing: An investigation based on individual pen pressure parameters

虽然外语学习领域的研究大多集中在认知方面，但对学生的情绪、学习过程中情绪的变化以及情绪与认知之间的关系知之甚少。此外，大多数关于学生在不同学习情境下使用教育技术时的情绪的研究仍然依赖于自我报告的问卷。因此，本研究旨在探讨以学习为中心的离散情绪，即快乐与挫折，在以笔板为基础的教育技术学习日文字母的过程中，对认知负荷及学习绩效的影响。在学习过程中的几个时间点上，将测量情绪的进展以及学生的认知负荷。此外，由于笔板的使用提供了追踪和分析动态书写参数的可能性，例如单笔画的顺序和日文字母的书写速度，学生的学习表现将在学习过程中被评估其书写准确性。除了对性能的测量外，笔式平板电脑形式的触觉感觉模式的结合也被视为具有持续情绪检测的巨大潜力。因此，提出的研究项目的一个具体特征是检查连续测量的笔压参数是否可以作为学生情绪的指标。该项目的发现将有助于揭示笔压参数作为一种更细粒度的情绪评估指标的潜力，并将提高对学生情绪状态与学习认知方面之间关系的理解。

Whereas most research in the field of foreign-language learning has concentrated on cognitive aspects, little is known about students’ emotions, about how these would morph over the course of learning, as well as about the relationship between emotions and cognition. Moreover, the majority of research on students’ emotions when using educational technologies in diverse learning contexts still relies on self-reported questionnaires. Thus, the proposed project focuses on the effect of discrete learning-centred emotions, namely enjoyment and frustration, on cognitive load and on learning performance during the process of learning Japanese letter writing with a pen tablet-based educational technology.In order to fulfil this aim, an experiment will be conducted in which emotions will be induced through varying degrees of task difficulty. The progress of emotions as well as students’ cognitive load will be measured on several time points during learning. Further, as the use of pen-tablets offer the possibility to track and to analyse dynamic writing parameters such as the order of single strokes and the writing velocity of Japanese letters, students’ learning performance in terms of their writing accuracy will be assessed over the course of learning. Besides the measurement of performance, the incorporation of a haptic sensory modality in the form of a pen tablet is also seen to have a lot of potential for continuous emotional detection. Thus, a specific characteristic of the proposed research project is to examine whether continuously measured pen pressure parameters can serve as indicators of students’ emotions. The findings of the project will shed light on the potential of pen pressure parameters as a more fine-grained evaluation metric of emotions and will improve the understanding of the relation between students’ emotional states and cognitive aspects for learning.