College of Sports Engineering and Information Technology, Wuhan Sport University, Wuhan 430079, China.
School of Artificial Intelligence and Computer Science, Jiangnan University, Wuxi 214122, China.
Int J Environ Res Public Health. 2021 Sep 14;18(18):9678. doi: 10.3390/ijerph18189678.
Academic emotions can have different influences on learning effects, but these have not been systematically studied. In this paper, we objectively evaluate the influence of various academic emotions on learning effects and studied the relationship between positive and negative academic emotions and learning effects by using five electronic databases, including WOS, EMBASE, PubMed, PsycINFO, and Google Scholar. According to established standards, a total of 14 articles from 506 articles were included in the analysis. We divided the 14 studies into nine intervention studies and five observational studies; five of the nine intervention studies found that students who used active learning materials performed better and had higher mental loads than those who used neutral learning materials. Positive academic emotions promoted the learning effect. Four of the five observational studies with high school, college, and postgraduate participants reported that regulating academic emotions can improve learning effects. In conclusion, this paper holds that positive academic emotions are better than negative academic emotions at improving academic performance. In future research, a new method combining multichannel video observation, physiological data, and facial expression data is proposed to capture learners' learning behavior in various learning environments.
学术情绪会对学习效果产生不同的影响，但这些影响尚未得到系统研究。本文通过五个电子数据库（WOS、EMBASE、PubMed、PsycINFO 和 Google Scholar）客观评估了各种学术情绪对学习效果的影响，并研究了积极和消极学术情绪与学习效果之间的关系。根据既定标准，从 506 篇文章中总计有 14 篇文章被纳入分析。我们将这 14 项研究分为九项干预研究和五项观察性研究；九项干预研究中有五项发现，使用主动学习材料的学生比使用中性学习材料的学生表现更好，心理负荷更高。积极的学术情绪可以促进学习效果。五项以高中生、大学生和研究生为参与者的观察性研究报告称，调节学术情绪可以提高学习效果。总之，本文认为积极的学术情绪比消极的学术情绪更能提高学业成绩。在未来的研究中，提出了一种结合多通道视频观察、生理数据和面部表情数据的新方法，以在各种学习环境中捕捉学习者的学习行为。
