A Study of Dependency Between Students’ In-Class Emotions and Academic Performance

Abstract

To enhance students’ academic performance, it’s crucial to identify knowledge gaps early. Educators can then provide support, such as remedial materials, to help students better understand course content. This paper explores the correlation between in-class emotions and assignment performance as a means of predicting knowledge gaps. Results showed that emotions at the beginning of a knowledge point are significantly related to assignment performance. This suggests that it is possible to identify knowledge gaps through in-class emotions, rather than waiting for assignment results. This could inspire future tech advancements in academic learning.