Table 2.
Traits of observational research.
| Research (Authors, Publication Year, Methodological Quality, Location) |
N | Experimental Group 1 |
Experimental Group 2 |
Control Group | Experimental Period |
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 |
||||||
| Primary school students (12 years old) | ||||||||
| Manty et al. 2020 [60] 8/12 Finland |
37 | (1) 37 (2) Grade six (3) Collaborative physics task (4) None |
None | None | None | (1) Mood scale (2) Positive; Negative; Mixed; Neutral |
Social emotional interaction; Emotion regulation |
Negative emotional experience increased the emotional regulation in group cooperation, and negative interaction affected students’ emotional experience after the task. The emotional valence does not change immediately. |
| High school; College (15–26 years old) | ||||||||
| Taub et al. 2019 [36] 11/12 Canada |
61 | (1) 61 (2) 20.00 ± 1.50 (3) Microbiology (4) Game |
None | None | 69.40 ± 21.70 (min) | (1) FACET (2) Happy; Frustrated; Confused |
Emotions; Emotional duration; Game score; Back; Operation results |
The feelings experienced after positive action are different from those experienced after negative action. After the occurrence of negative events, confusion is obviously different, but it does not affect happiness or depression. The degree of confusion after active action can accurately predict the total score of the game. |
| Ahn and Harley, 2020 [37] 8/12 France |
33 | (1) NA (2) 20.00 ± 1.64 (3) History apps (4) Multimedia Applications |
None | (1) NA (2) 20.00 ± 1.64 (3) Crystal island (4) Game |
30 min | (1) FaceReader 7; Self-report questionnaire (2) Sadness; Happiness; Anger; Anxiety; Fear |
Facial expressions; Dominant emotions; AOIS; Note; Learning gain |
Negative academic emotions can improve the learning effect, and angry learners have the highest learning effect. |
| Saito et al. 2018 [35] 6/12 Britain |
108 | (1) 108 (2) High school (3) English (4) Answer the questions in each stage |
None | None | Three semesters | (1) Mood scale (2) Happiness; Anxiety |
Emotions; Motivation |
Strong internalized motivations evoke a variety of emotions (anxiety, happiness). More frequent use of materials with positive emotions has a direct impact on acquisition, and anxiety can improve learning effects. |
| Ben-Eliyahu and Linnenbrink-Garcia, 2015 [38] 8/12 US |
458 | (1) NA (2) High school; College (3) Hobby classes (4) Written; Online surveys |
None | None | None | (1) Mood scale (2) Positive; negative |
Cognitive regulation; Emotional regulation; Cognitive focus; Achievement; Re-evaluate |
Higher levels of self-regulation; Students used “reassessment” more often than their least favorite subject; Emotions, behaviors, and cognitive regulation are related to learning strategies, but not closely related to academic performance. |
Notes: LS: learning stuff; EA: environmental attribute; NA: invalid; VPBP: Visual positive and behavioral positive emotion design conditions; VPBN: Visual positive and behavioral neutral emotion design conditions; VNBP: Visual neutral and behavioral positive emotion design conditions; VNBN: Visually neutral and emotional design conditions; AOIS: Define Scope of Interest.