Students’ ability to understand and manage emotions in self and others plays an important role in the success of collaborative learning (Järvenoja & Järvelä, 2009; Lajoie et al., 2015; Lavoué, Molinari, Prié, & Khezami, 2015). In online learning environments, the use of new social media technologies (blogs, forums, wikis, so-cial networking sites, etc.) facilitates connections between learners, but also may introduce new communication challenges. Moreover, the access of emotional cues (e.g., interest, workload, stress, anxiety) is reduced in such environments. Online collaborative learners may therefore experience difficulties in evaluating their part-ners’ emotions and adjusting their behavior in response. A lack of emotion aware-ness among online learners may have a detrimental effect on collaboration and learning (Eligio, Ainsworth, & Crook, 2012). It may also lead to inappropriate or even dangerous social behaviors such as cyberbullying. This project aims at sub-stantially improving learning effects with social media through the use of adaptive emotion awareness technology (Chanel, Molinari, Cereghetti, Pun, & Bétrancourt, 2013; Ringeval et al., 2013)designed to support students’ emotional regulation in online groups.