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Therefore we ask ourselves: how can we intervene so that the boy with dyslexia can be aware of negative moments without identifying with them? In this regard, depending on the future developments of this work, in light of the proposed system, one could think of intervening through the use of timely feedback appropriate to the affective state. This would allow you to act at the level of self-awareness, the aim being to improve the ability to manage and understand your emotions. Interactive computer systems capable of detecting and labeling aspects of human emotional expression have been built since.
These work systems support the idea that a computer can intervene in modulating some of the negative wedding photo editing service feelings by helping the user manage their emotional state and thus responding with emotionally supportive interactions. What are affective feedback and what are the moments to intervene is an open question that an interdisciplinary research team will have to deal with: research on positive affective computing on the one hand and neuropsychological research on the other. In light of the social function linked to the development of emotions, it could be useful, especially for a child in elementary, middle or high school, that this tool allows the network clinician, parents, teachers to have a performance report, in order to orient their support also taking into account emotional indicators.
Ethical issues Affective computing has always emphasized the need for balance for the correct use of technology . It was never about making cars that appeared "more emotional"; instead it was a question of creating machines that were more effective in interacting with the user. In the various studies relating to the world of affective and positive computing, ethical issues are often treated in relation to laboratory research and data privacy which we will not deal with here. One of the issues relating to the role of positive affective computing in learning concerns the fear of designing systems that replace the ability of children and adolescents to recognize and self-regulate their emotions.
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