Affiliations: Department of Informatics, University of Piraeus, Piraeus, Greece
Correspondence:
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Corresponding author: Dimitrios Zarkadoulas, Department of Informatics, University of Piraeus, 80 M. Karaoli & A. Dimitriou, Piraeus, 18534, Greece. E-mail: dzarkadoulas@unipi.gr.
Abstract: Emotional feeling is a phase of neurobiological activity that plays an important role in cognitive thinking and learning, although largely overlooked in complex tutoring fields like Mathematics. This paper introduces an innovative e-learning Mathematics course integrating emojis as a feedback mechanism to express students’ emotional responses towards mathematical challenges. By providing a platform for intuitive emotional expression, this approach aims to strengthen engagement and comprehension. Through empirical investigation, emotional reactions of online mathematics students are explored, with attention to gender-related differences in emoji usage. A survey administered to 100 students prompts them to select emojis conveying their sentiments towards mathematical problems. Statistical analyses reveal that emojis effectively capture students’ emotions, with an emphasis on gender-based variations in selection. These insights illuminate the dynamics of emotional expression and hold implications for fostering comprehensive learning environments that mitigate negative emotions such as mathematical anxiety. By empowering educators to monitor students’ emotional reactions and adapt teaching strategies accordingly, this approach has the potential to cultivate confident and proficient learners essential for STEM (Science, Technology, Engineering, Mathematics) advancement.
