| Abstract | The rapid migration of collaborative learning to virtual environments has inadvertently created a "digital still face" effect, where the rich, non-verbal synchrony essential for deep intercultural connection is often lost in transmission. While the prior research initially established a baseline by correlating smile frequency with positive communication outcomes, such a unidimensional metric inevitably fails to capture the intricate, rhythmic nature of high-quality interaction̶such as shared confusion during problem-solving or the empathetic mirroring of serious expressions. Compounding this theoretical limitation is a significant technical barrier: the "fluidity" of online meeting platforms, where participant grids constantly reshuffle and video streams are discontinuous, renders traditional motion-based tracking algorithms ineffective. Consequently, educators are left with neither the intuitive cues of the physical classroom nor objective data to evaluate the true depth of learner engagement in these fragmented digital spaces. Addressing these interconnected challenges, this research advances a novel computational framework designed to quantify "Group Affective Dynamics" by reconstructing the broken threads of digital interaction into a coherent narrative of engagement. By implementing a robust identity consistency mechanism capable of maintaining participant tracking across sparse and fragmented video samples, the system overcomes the spatial volatility of online meeting layouts. Grounded in social psychology, the analysis operationalizes three sophisticated indicators: Group Affective Convergence, which measures the synchronization of emotional states among peers; Group Affective Valence, assessing the collective emotional tone beyond simple positivity; and Group Affective Dynamics, which quantifies the fluidity and responsiveness of emotional transitions. Ultimately, by visualizing these invisible currents of interaction, the study offers educators a powerful, objective lens to distinguish between superficial participation and genuine emotional resonance, paving the way for more responsive and empathetic online pedagogical strategies. |
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