Self-Esteem Conditioning for Learning Conditioning

In this paper, we propose to introduce the self-esteem component within learning process. More precisely, we explore the effects of learner self-esteem conditioning in a tutoring system. Our approach is based on a subliminal priming method aiming at enhancing implicit self-esteem. An experiment was conducted while participants were outfitted with biofeedback device. Three physiological sensors were used to continuously monitor learners´ affective reactions namely electroencephalogram, skin conductance and blood volume pulse sensors. The purpose of this work is to analyze the impact of self-esteem conditioning on learning performance on one hand and learners´ emotional and mental states on the other hand.