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      Exploring the Interplay between Facial Expression Recognition and Emotional Intelligence in Adults: Implications for Novel Learning Methods

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      Education Sciences
      MDPI AG

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          Abstract

          Background: Considering the widespread use of personal protective equipment (PPE) during the COVID-19 pandemic, which conceals facial expressions, this study aims (1) to explore facial expression recognition ability; (2) to assess the ability to read facial expressions under different conditions of face coverage; and (3) to investigate the role of emotional intelligence in facial expression recognition. This multidimensional exploration provides vital insights for creating novel learning methods, emphasizing the pivotal role of emotions. Methods: The study sample comprised 124 Italian adult subjects, consisting of 71 females (57.3%) and 53 males (42.7%), with a mean age of 35.31 years. The present investigation employed the Emotional Intelligence Scale (EIS) and an image-based questionnaire administered via the online platform Google Forms. Student’s t-test and one-way ANOVA were computed with SPSS (v. 29). Results: Significant differences were found based on gender, profession, and level of education in face expression recognition and emotional intelligence. The implications for learning processes are discussed. Conclusion: This study unveils the intricate dynamics of emotion recognition, gender, occupation, level of education’s influence, and emotional intelligence. By incorporating these insights into educational programs, a transformative process can be initiated, nurturing not only empathy, cultural insight, and emotional intelligence but also catalyzing the evolution toward inclusive and emotionally equipped societies.

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          Presentation and validation of the Radboud Faces Database

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            Development and validation of a measure of emotional intelligence

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              The Influences of Emotion on Learning and Memory

              Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies.
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                Author and article information

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                Journal
                Education Sciences
                Education Sciences
                MDPI AG
                2227-7102
                November 2023
                November 06 2023
                : 13
                : 11
                : 1112
                Article
                10.3390/educsci13111112
                d6bdc2d3-6ae5-4254-94ba-1e979d25ff77
                © 2023

                https://creativecommons.org/licenses/by/4.0/

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