Text-based emotional expression in student responses showed no statistically significant differences between Emotion ON and OFF conditions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon signed-rank tests on mean intensity, proportion of high-intensity values, and intra-session variability of textual emotions found no significant differences between conditions. → Debanjana Kar 2025

Evidence¶

Debanjana Kar 2025¶

Debanjana Kar, Leopold Böss, Dacia Braca, Sebastian Dennerlein, Nina Hubig, Philipp Wintersberger, and Yufang Hou. (2025). MathBuddy: A Multimodal System for Affective Math Tutoring. https://arxiv.org/abs/2508.19993 doi:10.48550/arxiv.2508.19993

q2 · i? · causal · r1

Analysis of 460 student utterances (235 Emotion OFF, 225 Emotion ON) labeled for engagement, boredom, and neutral intensity; Wilcoxon signed-rank tests across three textual emotion metrics found "no statistical significant differ- ences between conditions across any metric". Boredom predictions were scored 0 throughout and omitted.

"Results revealed no statistical significant differ- ences between conditions across any metric, sug- gesting that the Emotion ON condition did not pro- duce measurable aggregate changes in emotional expression within student text responses."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• In a within-subject user study, participants showed longer positive facial expressions under the emotion-aware (Emotion ON) tutoring condition — related
• Learners showed reliable pre–post changes in facial, vocal, and lexical expressive signals after sustained system use — related
• MathBuddy's multimodal emotion aggregation matched participant-reviewed emotions at 60% overall accuracy, with sharply reduced recall for the Neutral class — related