Table 1.

Traits of interventional research.

Research (Authors, Publication Year, Methodological Quality, Location)	N	Experimental Group 1	Experimental Group 2	Control Group	Intervention Conditions	Facial Expression (Emotional Variable) (1) Tools (2) Mood	Relevant Indicators	Results
		(1) Population (2) Age (3) LS (4) EA	(1) Population (2) Age (3) LS (4) EA	(1) Population (2) Age (3) LS (4) EA
Junior school (10–15 years old)
Cheng et al. 2019 [52] 9/11 China (Taiwan)	112	(1) 54 (2) Seventh grade (3) Humunology (4) Web games	None	(1) 58 (2) Seventh grade (3) Words; Pictures; Videos (4) Web page	Does the teacher explain the relevant concepts? A game-based learning environment	(1) Emotion questionnaire (2) Positive/Negative Positive activation of emotions; Positive inactivation of emotions; Negative activation of emotions; Negative inactivation	Emotions; Before the test; After measuring 1; Back 2; Delay testing; Long-term learning memory; Learning effect	The experimental group was superior to the control group in the first and last two experiments. Students who experience positive academic emotions have better learning effects. The learning effect decreases over time.
Shangguan et al. 2020 [53] 7/11 China	223	(1) 29M/50 (2) 13.90 ± 0.68 (3) Flash (4) Programs	(1) 79M/173 (2) 14.75 ± 0.75 (3) Flash (4) Programs	None	(1) VPBP, n = 45 (2) VPBN, n = 43 (3) VNBP, n = 45 (4) VNBN, n = 40	(1) Positive Emotion Self-Report Scale (2) Positive enjoyment; Excited; Satisfied; Active; Interested; Relaxed	Emotions; Motivation; Cognitive load; Learning performance	Positive academic emotion can improve the learning effect and promote the motivation and cognitive load.
High school (15–18 years old)
Beege et al. 2018 [54] 9/11 Germany	162	(1) NA (2) 16.49 ± 0.96 (3) Educational video (4) Learners’ emotions: Positive; Negative	(1) NA (2) 16.49 ± 0.96 (3) Educational video (4) Emotional load of educational videos: Positive; Negative	None	(1) Positive guidance and positive video (n = 32) (2) Positive guidance and neutral video (n = 51) (3) Neutral guidance and positive video (n = 40) (4) Neutral guidance and neutral video (n = 39)	(1) Self-assessment model (SAM) (2) Unlucky; Lucky	Emotions; Mental load (ML); Mental effort (ME); Learning effect	Academic emotions do not affect the learning effect, but promote the transfer, memory, and mental load in the learning process.
College (20–32 years old)
Munchow and Bannert, 2019 [55] 8/11 Germany	145	(1) 65 (2) 20.20 ± 2.60 (3) Multimedia (4) Positive affective induction	(1) 80 (2) 20.20 ± 2.60 (3) Multimedia (4) Neutral affective induction	None	(1) PA (2) CG	(1) PANAS; SEK-27 scale (2) Positive; Negative	Emotional state; Prior knowledge; Emotional regulation; Learning effect	Adjusting learners’ emotions and positive academic emotions can improve the learning effect.
Chung et al. 2019 [56] 5/11 China (Taiwan)	115	(1) 56 (2) College students (3) Ship energy-saving work results (4) Have a positive fuel-saving attitude	None	(1) 59 (2) College students (3) Ship energy saving work results (4) no Positive qualities	Push–pull mobile learning system developed by hybrid learning scheme; Diversified learning channels	(1) Positive Emotions Questionnaire (2) Positive Happy; Content; Confident; Optimistic	Emotions; Learning motivation; Achievement; Learning effect	The oil-saving accomplishment of the experimental group was better than that of the control group. Students in the experimental group had the highest frequency of confidence in positive emotional achievement.
Guo et al. 2018 [2] 9/11 China	20	(1) NA (2) College students (3) Korean words (4) Image system (Learning stages 1, 2)	(1) NA (2) College students (3) Korean words (4) Image system (Learning stages 3, 4)	None	4 different learning stages, alternating emotional image blocks	(1) Positive and Negative Emotion Scale (PANAS) (2) Positive; Neutral; Negative	Emotions; Accuracy; Reaction time	Negative emotional state leads to a decline in academic performance. With the passage of time, the learning effect is very significant, the correctness of learning will increase, and the real-time strategy will decrease.
Strain et al. 2013 [57] 6/11 US	38	(1) 15M/38 (2) 21.80 ± 5.07 (3) Multimedia (4) Text-based problem	(1) 15M/38 (2) 21.80 ± 5.07 (3) Multimedia (4) Inference-based problem	(1) 15M/38 (2) 21.80 ± 5.07 (3) Multimedia (4) Controls respectively,	Whether there is stimulation of auditory heartbeat, static, false feedback	(1) Mood scale (2) Positive Arousal dimension: low arousal/sleepiness -high arousal/activity; Valence dimension: unpleasant-pleasant	Emotion, Metacognition, Performance	Erroneous biofeedback is an effective method to manipulate affective state and metacognitive judgment; it has a positive effect on learning performance and can promote metacognitive judgment.
Silva et al. 2012 [58] 7/11 France	63	(1) 50 (2) 21.50 ± 3.47 (3) Vocabulary (4) Low-sensitivity group	(1) 50 (2) 21.50 ± 3.47 (3) Vocabulary (4) Highly sensitive group	None	Random appearance of neutral words; Aversive words; False words	(1) Emotional scale (2) Positive; Negative Arousal: Low--High	Emotions; Mean reaction time (RTS); Error rate (ERs)	The high-sensitivity group had an inhibitory effect on emotional value, while the negative emotional state had an overall inhibitory effect on new word learning.
Graduate students (22–68 years old)
Marchand and Gutierrez, 2012 [59] 5/11 France	185	(1) 72 (2) 33.50 ± 9.97 (3) Introduction to research methods (4) Online	(1) 219 (2) 33.50 ± 9.97 (3) Introduction to research methods (4) Traditional	None	Different learning environments	(1) Achievement Emotion Questionnaire (AEQ) (2) Positive; Negative Hope; Anxiety; Anger; Frustration	Emotions; Self-efficacy; Learning strategy; Learning motivation	Negative academic emotions can improve learners’ performance, and anxiety can improve learning results. The influence of negative academic emotions on the use of learning strategies leads to the improvement of academic performance.