Blended synchronous learning (BSL) is an instructional approach that allows online students to participate in classroom learning activities from geographically separated sites using video conferencing. Engagement is physical and psychological energy devoted to learning (Astin, 1999). Engagement is often measured in dimensions of behavioural, cognitive, and emotional (Fredricks et al., 2004). Much research has been carried out on the dimensions of behavioural and cognitive engagement. Comparatively, less research has been done on emotional engagement (Bedenlier et al., 2020). However, emotional engagement may highly affect students’ behavioural and cognitive engagement and their persistence and performance (Dubovi, 2022). Nevertheless, the absence of facial expressions and body language cues, classroom atmosphere, and social support often makes it hard for online students to be emotionally engaged in a BSL environment (Aladsani, 2022). Therefore, enhancing the emotional engagement of online students is crucial.
On the other hand, it is often hard to detect the emotional engagement of online students, particularly for adult learners who may intentionally mask their real emotions (Boehner et al., 2007). In this study, we will share how we use a facial expression analysis tool to automatically monitor the emotional expressions of online students. The tool will also notify the instructor when the emotional expression of a student remains negative for a while. Solely detecting students’ emotional engagement is meaningless. Identifying what learning experiences cause positive or negative emotional engagement is more important. In this study, we will also share what learning experiences have high potential to emotionally engage online students.

Authors:
Qiyun Wang, Nanyang Technological University, Singapore

About the Presenter(s)
Dr Qiyun Wang is a University Associate Professor/Senior Lecturer at Nanyang Technological University in Singapore

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