Study of Emotions in a Cognitive Breakthrough Process Through Facial Recognition

Abstract

The emotions that arise in the processes of teaching and learning in experimental sciences still pose unresolved questions. In this article, we have employed a parametric method that utilizes facial recognition, allowing the real-time identification of emotions and their linkage to specific educational actions. An activity was designed to elicit emotions in a process where initial conjectures collided with facts. The analysis reveals highly intense changes in students' emotional expressions and the existence of three types of behavior in the face of this dissonance between predictions and observation: 1) surprise; 2) anger; and 3) overlapping of surprise and anger. It seems particularly interesting to consider the specific emotions each learning situation generates for each individual.