In Smart Classroom: Investigating the Relationship between Human–Computer Interaction, Cognitive Load and Academic Emotion

With the continuous development of artificial intelligence, more and more human–computer interaction (HCI) applications have begun to appear in the field of education. This article investigates the relationship between the HCI and cognitive load and academic emotion by comparing the effect of classroom discussion in the smart classroom with that of traditional classroom discussion and classroom discussion that focuses too much on learning interest. By using classroom test questionnaire and interview questionnaire, the experiment counted the test scores and questionnaire satisfaction of participants in different classroom discussions, and obtained the learning effect and the emotional state and satisfaction degree of learners under different classroom discussions. It is concluded that the artificial intelligence in the HCI of smart classroom should always take the amount of cognitive load of learners as the core, improve the academic emotion of learners as the auxiliary, reduce the cognitive load of learners as much as possible, and improve the academic emotion of learners within a reasonable range, so as to improve the learning effect. It also provides methods and suggestions for how to reduce learners’ cognitive load and how to reasonably improve their academic emotions in smart classroom.