Accessibility efforts for d/Deaf and hard of hearing (DHH) learners in video-based learning have mainly focused on captions and interpreters, with limited attention to learners' emotional awareness--an important yet challenging skill for effective learning. Current emotion technologies are designed to support learners' emotional awareness and social needs; however, little is known about whether and how DHH learners could benefit from these technologies. Our study explores how DHH learners perceive and use emotion data from two collection approaches, self-reported and automatic emotion recognition (AER), in video-based learning. By comparing the use of these technologies between DHH (N=20) and hearing learners (N=20), we identified key differences in their usage and perceptions: 1) DHH learners enhanced their emotional awareness by rewatching the video to self-report their emotions and called for alternative methods for self-reporting emotion, such as using sign language or expressive emoji designs; and 2) while the AER technology could be useful for detecting emotional patterns in learning experiences, DHH learners expressed more concerns about the accuracy and intrusiveness of the AER data. Our findings provide novel design implications for improving the inclusiveness of emotion technologies to support DHH learners, such as leveraging DHH peer learners' emotions to elicit reflections.

翻译：针对d/聋及重听学习者在视频学习中的无障碍支持，目前主要集中于字幕和手语翻译，对学习者的情感觉察能力——这一对有效学习至关重要却颇具挑战性的技能——关注有限。现有情感技术旨在支持学习者的情感觉察与社会性需求；然而，这些技术能否以及如何使d/聋及重听学习者受益，目前尚不明确。本研究探讨了d/聋及重听学习者在视频学习中如何感知并运用通过两种采集方式（自我报告与自动情绪识别）获取的情感数据。通过比较d/聋及重听学习者与听力正常学习者对该技术的使用情况，我们发现了以下关键差异：1）d/聋及重听学习者通过回看视频进行情感自我报告，从而提升了自身的情感觉察能力，并呼吁采用替代性的情感报告方式，如使用手语或具表现力的表情符号设计；2）尽管自动情绪识别技术有助于检测学习过程中的情感模式，但d/聋及重听学习者对其数据的准确性和侵入性表现出更多担忧。我们的研究结果为提升情感技术的包容性以支持d/聋及重听学习者提供了新颖的设计启示，例如利用d/聋及重听同伴学习者的情感数据来引发反思。