Influence of Affective Tutoring Systems on Emotional Stability among School-going Adolescents: A Review

Abstract

Adolescence is a critical stage of development characterized by significant emotional, social, and cognitive changes. In Nigeria, many school-going adolescents face emotional difficulties such as anxiety, frustration, low self-esteem, and unstable behaviour. These challenges are often driven by academic pressure, inadequate counselling support, and difficult socio-economic conditions, which in turn affect students’ academic performance and overall well-being. While digital technologies are gradually being introduced into the education system, most focus mainly on improving academic achievement and tend to overlook students’ emotional needs. This creates a gap in providing balanced and holistic support for learners. To address this concern, this study examines the role of Affective Tutoring Systems (ATS) in enhancing emotional stability among adolescents. Anchored on Connectivism Theory, ATS are viewed as intelligent systems that can detect and respond to students’ emotional states through real-time interaction and feedback. By combining emotional support with academic learning, these systems can help students manage their emotions, remain engaged, and experience more meaningful learning. Evidence from both international and Nigerian studies indicates that ATS can transform negative emotional states into positive ones, thereby improving motivation and academic outcomes. Given the prevalence of emotional challenges and limited support structures in Nigerian schools, the adoption of ATS offers a promising solution. The study therefore recommends the integration of emotionally responsive technologies, improved digital infrastructure, and adequate teacher training.