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As the world evolves, human-AI teams (HAT) have become increasingly more capable in their ability to complete task objectives. Due to this rising importance, it has become essential to understand the interpersonal dynamism between humans and AI to further optimise their performance potential. Given the demonstrated utility of emotional communication within human-human team structures, this research investigates the nature of AI-sourced positive emotions on human teammates. Through 47 interviews, our findings show that for these AI teammates to be accepted, human teammates have preferences on understanding the emotional utility prior to its presentation, as well as which emotions are situationally acceptable. Also, findings show that integrating emotions within AI teammates has a positive influence on human perceptions and behaviour in a task. In further detail, emotions act as status updates that allow human teammates to not only better understand their teammates' mental states but also understand how their AI teammates perceive the situation around them. Together, this gives insight into how AI emotional expressions influence the perception of social support on the wider Human-AI team. Mainly how emotions can be used to increase acceptance of AI teammates and improve the overall experience human teammates have within the task. [ABSTRACT FROM AUTHOR]

Libraries may serve as a way to bridge educational equity gaps through informal learning programs. This is especially true in the United States where inequality is a growing concern at local, state, and federal levels. While the informal learning literature within the United States highlights innovative practitioner reflections and design cases, few articles have attempted to synthesize empirical trends that outline cognitive and affective learning outcomes. To address this gap, this systematic review explored empirical studies of K-12 informal learning programs within United States libraries. The findings suggest a focus on initiatives within public libraries and STEM learning, especially in urban settings. That said, many studies presented qualitative data and reported on affective learning outcomes, which leads to questions as to the extent of learning gains and replicability. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Computers and the Internet are indispensable in modern life. Increasingly useful digital environments and technological developments have reshaped models of knowledge acquisition. Studies on the development of online learning have yielded valuable insights. In the design of online teaching systems that can replicate face-to-face teaching, user-friendly design is a key factor determining whether a system is immediately accepted by users. In this study, we designed an affective tutoring system (ATS) for curriculum teaching. Participants’ learning processes were recorded during ATS teaching sessions. Negative emotions in the participants were recognized in real time and recorded in a learning state database. We determined the learning outcomes of students who were taught using the ATS or normal online learning. The experimental results indicated that the ATS is an effective tool and significantly improves learning outcomes. [ABSTRACT FROM AUTHOR]