Facial Expression Recognition in Classrooms: Ethical Considerations and Proposed Guidelines for Affect Detection in Educational Settings

Abstract

Recent technological and educational shifts have made it possible to capture students' facial expressions during learning with the goal of detecting learners' emotional states. Those interested in affect detection argue these tools will support automated emotions-based learning interventions, providing educational professionals with the opportunity to develop individualized, emotionally responsive instructional offerings at scale. Despite these proposed use-cases, few have considered the inherent ethical concerns related to detecting and reporting on learners' emotions specifically within applied educational contexts. As such, this article utilizes a Reflexive Principlism approach to establish a typology of proactive reflexive ethical implications in tracking students' emotions through changes in their facial expressions. Through this approach the authors differentiate between use in research and applied education contexts, arguing that the latter should be curtailed until the ethics of affective computing in educational settings is better established.