iealyon School of Management, Jean Moulin Lyon 3 University, LIRIS lab


Emoviz: Supporting Learners’ Regulation based on Visualization of Emotional Information

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A first study, conducted in collaboration with McGill University and University of Geneva focused on learners' awareness of their emotions in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners’ emotions and their antecedents. This study resulted in the design of an emotion-reporting grid for assessing the emotions that students experienced on a daily basis. Another study was conducted with the SpeakPlus company as part of the PhD thesis of Mohamed Ez-Zaouia. Socio-affective relationships play an important role in learning processes and learning outcomes, but they are harder to develop in online-learning. We developed Emodash, an interactive dashboard supporting tutors’ retrospective awareness of learners’ emotions in a video-conferencing learning environment. We conducted an eight-week long field study with five professional tutors on how they used Emodash while writing feedback to learners after language learning sessions. We found that 1) this dashboard led tutors who were already sensitive to learners’ emotions to a stronger awareness of these emotions, 2) glanceable visualizations of learners’ emotions may be preferred and sufficient to foster tutors’ awareness of learners’ emotions, and finally 3) the dashboard induced new pedagogical practices, with tutors using learners’ emotions as a proxy evaluation of their teaching.

2015-2017: Funded by CMIRA / Coopera call - International project 2017-2020: Funded by ANR - Industrial Training and Research Agreements (CIFRE) with SpeakPlus (2016-2017) and Woonoz companies (2018-2020)


Aurélien Tabard (University Lyon 1, LIRIS), Gaëlle Molinari (University of Geneva), Susanne Lajoie (University McGill, ATLAS lab)

PhD student

Mohamed Ez-Zaouia (2017-2020) - Factors for dashboards design and use to inform teachers’ practices in situ-



keyboard_backspace International conferences CSCL 2019

Na Sun, Elise Lavoué, Chulakorn Aritajati, Aurélien Tabard, Mary Beth Rosson. Using and Perceiving Emoji in Design Peer Feedback. 13th international conference on Computer Supported Collaborative Learning (CSCL 2019), Lyon, France, 17-21 June 2019, p. 296-303. HAL : hal-02053173

keyboard_backspace International journals ETR&D 2019

Lavoué, E., Kazemitabar, M., Doleck, T., Lajoie, S. P., Carrillo, R., & Molinari, G. (2019). Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts. Educational Technology Research and Development, 1-24.

keyboard_backspace International conferences LAK 2017

Ezzaouia M., Lavoué E., EMODA: a Tutor Oriented Multimodal and Contextual Emotional Dashboard. 7th International Learning Analytics and Knowledge Conference (LAK 2017), Vancouver, Canada, 13-17 March 2017, p. 429-438. HAL : hal-01497669

keyboard_backspace International journals IJHCS 2020

Ez-Zaouia, M., Tabard, A., & Lavoué, E. Emodash: a Dashboard Supporting Retrospective Awareness of Emotions in Online Learning. International Journal of Human-Computer Studies. 139, 102411, 2020.