隨著2020年初新型冠狀病毒(COVID-19)的爆發，遠距教學已從過去傳統課室面對面教學的替代選項，成為世界各國相繼採用的教育方式。然而相較於傳統教學，遠距的環境在教學上少了許多教師可觀察的社會線索，教學互動的方式也與實體教學截然不同，從這當中要如何突破遠距教學的限制，提升教學的可視性，成了當前極具意義的挑戰。本研究在此背景之下，將臉部表情即時回饋系統嵌入到同步遠距教學平台中，使得教師可即時掌握學生的學習情緒，並採取對應的教學策略來調整教學法。同時，系統回饋介面中也會即時回饋教師的情緒變化，使教師可以覺察自身情緒與學習者情緒之間的關係，並適時調整自身的情緒。
　　本研究主要是設計臉部表情回饋系統，並將其應用於同步遠距教學活動當中，本研究屬於實驗性質，共進行兩次實驗，先進行系統優化實驗，優化結束後進行教學應用實驗，以非正式的教學情境來進行研究，教學活動中的教學者將由研究者擔任。而每次實驗邀請10名大學學生擔任受試者，前者發現的問題進行調整與修正，後者則進行三次的同步遠距教學，藉由實驗過程來蒐集研究資料。在教學活動過程中除了蒐集教師與學生的表情資料之外，也記錄學生之間的互動，於三次教學活動之後，對所有的學生進行個別訪談，同時研究者也藉由反思與觀察的方式，提供教師端的觀點。其中訪談內容針對臉部表情回饋系統設計、遠距教學接受度及教學互動等三個主要向度進行，此外，研究者也透過觀察與反思，同時搭配學生訪談的結果，來蒐集更深入的想法與建議。
　　本研究的結果發現，在系統設計面，需考量使用者所需要的訊息及呈現方式，以及設備與網路資源的支援度來進行調整，對於臉部表情即時回饋系統嵌入同步遠距教學，使用者的接受度高，對於嵌入此系統在同步遠距教學活動中，是能降低學生學習壓力及提升教學互動。而在這當中，資訊能力落差、資訊設備與網路支援不足，是造成學習者負面回饋的主要原因。

With the outbreak of the novel coronavirus (COVID-19) in early 2020, distance learning has become an alternative to face-to-face learning in traditional classrooms, and has become an education method adopted by countries all over the world. However, compared with traditional learning, the remote environment lacks many social cues that can be observed in teaching, and the way of teaching interaction is completely different from that of physical teaching. In this case, how to break through the limitations of online teaching and improve teaching visibility has become the most meaningful topic. In this study the facial expression instant detection system was embedded into a synchronous online learning platform, so that teachers were able to grasp the learning emotions of students in real-time and adopt corresponding teaching strategies to adjust teaching methods. At the same time, the interface of feedback steam would return the teacher's emotional changes in real-time, so that teachers can perceive the relationship between their own emotions and the learner's emotions, and adjusted their own emotions promptly.
The main purpose of this study is to design a facial expression detection system and apply it to synchronous online learning activities. Two experiments were conducted. The system optimization experiment was carried out first, followed by the learning application experiment. The study was carried out in an informal teaching situation, and the teacher in the teaching activity was the researcher. Each experiment invited 10 university students to serve as the subjects. The former experiment adjusted and corrected the problems identified, while the latter one conducted three simultaneous online learning sessions to collect research data through the experimental process. In addition to collecting the facial expression data of teachers and students, the interactions among students were recorded during the teaching activities. After three teaching activities, all students were interviewed individually. At the same time, the researchers also provided a teacher's viewpoint through reflection and observation. The interview content was conducted on three main dimensions: facial expression detection system design, online learning acceptance, and learning interaction. In addition, researchers also collected more in-depth ideas and suggestions through observation and reflection, as well as the results of student interviews.
The research found that it is necessary to consider the information and presentation methods required by the users, as well as the support of equipment and network resources to adjust the system design. For students, the acceptance of the embedded system in synchronous online learning activities is high. The system successfully reduces students’ learning pressure and enhance teaching interaction. However, the lack of information capabilities, insufficient information equipment and, network support are the main reasons for negative feedback from learners.

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