An Experience on the Correlation Analysis Between Academic Marks and Emotions

Authors

  • Ruth Cobos Escuela Politécnica Superior, Universidad Autónoma de Madrid
  • Francisco Jurado Escuela Politécnica Superior, Universidad Autónoma de Madrid
  • Alvaro Ortigosa Escuela Politécnica Superior, Universidad Autónoma de Madrid
  • Pilar Rodriguez Escuela Politécnica Superior, Universidad Autónoma de Madrid

DOI:

https://doi.org/10.3991/ijet.v9i7.3702

Keywords:

Computer Supported Collaborative Learning (CSCL), Affective Computing for Learning, e-Assessment

Abstract


Observe appropriate evidence that pointing emotions plays an important role in the learning process. However, there is no precedent of a research analyzing the relationship between emotions and academic marks using text analysis. Thus, in this article, we show the experience we have performed in order to analyze the possible existing correlations between student marks, assigned by both their classmates and by their instructors, and the emotion traces that can be found in their writings. To that end, we gathered data corresponding to text contributions of a course on Computer Systems in our University and perform the correspondent analysis. The obtained results look to indicate that some kind of correlation exists between marks and emotions in both the highest and the lowest marks.

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Published

2014-04-27

How to Cite

Cobos, R., Jurado, F., Ortigosa, A., & Rodriguez, P. (2014). An Experience on the Correlation Analysis Between Academic Marks and Emotions. International Journal of Emerging Technologies in Learning (iJET), 9(7), pp. 15–22. https://doi.org/10.3991/ijet.v9i7.3702