Using facial recognition technology in the exploration of student responses to conceptual conflict phenomenon

Abstract

It has been shown that facial expression states of learners are related to their learning. As part of a continuing research project, the current study delved further for a more detailed description of the relation between facial microexpression state (FMES) changes and learning in conceptual conflict-based instructions. Based on the data gathered and analyzed through the lenses of two theoretical frameworks, it was revealed that not only is there a significant relationship between FMES changes and students' macro-submicroscopic understandings, FMES was also shown to be a viable reference for differentiating students who are more likely to undergo conceptual change or able to provide, at a minimum, a scientifically accurate description of the concept taught.