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Studying the Suitability of Discourse Analysis Methods for Emotion Detection and Interpretation in Computer-Mediated Educational Discourse
Abstract
Conversation analysis (CA) and discourse analysis (DA) methods have been widely used to analyse classroom interaction in conventional educational environments and to some extent in e-learning environments, paying more attention to the 'quality' and purposes the discourse serves to accomplish in its specific context. However, CA and DA methods seem to ignore emotion detection and interpretation when analysing learners' interaction in online environments. Effective regulation of emotion, motivation and cognition in social interaction has been shown to be crucial in achieving problem-solving goals. The aim of this chapter is to provide an in-depth study on the possibility of applying discourse analysis methods in e-learning contexts with implications for emotion detection, interpretation and regulation. The result of this study shows whether a comprehensive approach that includes DA methodological solutions and constructivist strategies (e.g., cognitive dissonance) for emotion detection and interpretation can be elaborated and applied.
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