An Empirical Study on the Use of Emojis for Students Emotions in e-Learning of Mathematics

This paper presents an empirical study that investigates the emotions experienced by students in digital mathematics classes, as indicated by their choice of emojis. As a first step, a questionnaire survey was conducted among 100 students, who were asked to select one of six emojis to reflect on their feelings while they were faced with mathematical problems in the context of their curriculum. Descriptive statistics were used to determine the frequency and percentage of each emoji chosen by the participants. Data were grouped into categories (different forms of exercises) and indicated that there was a statistically significant association between the categories. According to the findings of this study, emojis may be utilized as a beneficial tool to identify students' emotions and engagement during digital math lectures. Research findings can be used to inform teaching strategies and interventions to support students in developing mathematical skills and confidence. Educators may consider providing additional instruction and practice opportunities related to parametric equations as well as emphasizing positive attitudes towards math and problem-solving. Additionally, educators may find it useful to continue to monitor and assess students' emotional responses to math problems to identify areas where students may need additional support.