  This article presents the results of an experiment in which we investigated
how prior algebra knowledge and personality can influence the permanence time
from the confusion state to frustration/boredom state in a computer learning
environment. Our experimental results indicate that people with a neurotic
personality and a low level of algebra knowledge can deal with confusion for
less time and can easily feel frustrated/bored when there is no intervention.
Our analysis also suggest that people with an extroversion personality and a
low level of algebra knowledge are able to control confusion for longer,
leading to later interventions. These findings support that it is possible to
detect emotions in a less invasive way and without the need of physiological
sensors or complex algorithms. Furthermore, obtained median times can be
incorporated into computational regulation models (e.g. adaptive interfaces) to
regulate students' emotion during the teaching-learning process.

Applications;Human-Computer Interaction