The Influences of Emotional Reactions on Learning Gains During a Computerized Self-Assessment Test

This study aims to examine learning gains and emotional reactions by receiving applause during computerized self-assessment testing for elementary school students. The participants were asked to solve mathematics problems in a computer-assisted self-assessment system with or without pre-recorded applause as emotional feedback while EEG measurements were taken. The results of this study provide support for the belief that it is useful to improve students’ learning achievement by using emotional reactions such as applause during computer-assisted self-assessment testing, especially for male students. It is suggested that teachers may create such a positive emotional self-assessment learning environment as encourage students to learn by themselves more efficiently.