Soumaya Chaffar and Claude Frasson, Université de Montréal
Learner performances depend on the external conditions or circumstances that exist when learning occurs. Recent researches have shown that emotions play a powerful role in cognitive processes. In traditional learning environments, the teacher attempts to ensure the best conditions for learning and especially the emotional conditions. For instance, he introduces a joke in the classroom, in order to change the current emotions of the learners, if they are bored or frustrated. Whereas the existing Intelligent Tutoring Systems are lacked of considering the emotional conditions of learning that should exist in order to motivate the learners and to facilitate the achievement of learning. In this paper, we propose the emotional conditions of learning that should exist in a learning activity according to the cognitive process activated. We describe also two experiments conducted in order to validate the emotional conditions that we propose in the attention and the acquisition processes.