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Understanding and supporting children’s emotions has become increasingly recognized as a critical factor in effective learning, with growing research exploring methods for capturing emotional states in educational contexts. This literature review examines the role of technology in enabling children to self-report their emotions during educational activities. Drawing on 23 studies, we analyze various tools for capturing children’s emotions to identify the state of the art in the types of tools used and their impacts. Our findings reveal that the prevalence of both paper-pencil-based and technology-based self-reporting tools features graphical user interfaces (GUIs), while tangible user interfaces (TUIs) remain underrepresented in educational settings despite their potential for less intrusive and real-time reporting. Accordingly, we discuss future research directions and advocate for integrating subjective self-report data with objective physiological data from sensors, such as wristbands or AI-driven facial recognition systems, to achieve a more comprehensive understanding of children’s emotional states.

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Technology for Emotions: A Review of Tools for Enabling Children to Self-report Their Emotions in Learning

  • 会议论文

  • 发表日期：

    2026年

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  • Andrea Fladmark,
  • Marie Holmeide,
  • Feiran Zhang,
  • Boban Vesin,
  • Isabella Possaghi,
  • Sofia Papavlasopoulou

摘要

Understanding and supporting children’s emotions has become increasingly recognized as a critical factor in effective learning, with growing research exploring methods for capturing emotional states in educational contexts. This literature review examines the role of technology in enabling children to self-report their emotions during educational activities. Drawing on 23 studies, we analyze various tools for capturing children’s emotions to identify the state of the art in the types of tools used and their impacts. Our findings reveal that the prevalence of both paper-pencil-based and technology-based self-reporting tools features graphical user interfaces (GUIs), while tangible user interfaces (TUIs) remain underrepresented in educational settings despite their potential for less intrusive and real-time reporting. Accordingly, we discuss future research directions and advocate for integrating subjective self-report data with objective physiological data from sensors, such as wristbands or AI-driven facial recognition systems, to achieve a more comprehensive understanding of children’s emotional states.