Based on everyday experience when dealing with computers, we may state that many times users adopt their behaviour to the computer. However, the still existing barrier of many different user groups towards the computer technology indicates a strong need for user centred design of computer applications and hardware. Computer technology evolved over the decades and significant improvements in human-computer interaction have already been made. As observed in [Norman 1998], when new technology matures and has reached the transition point, the change from technology-driven products to customer-driven, human-centered products could and should be made. Possible application domains of user centred applications adaptable to emotions are manifold, for example in many dimensions adaptable e-learning systems, personalised counselling services, technical support, marketing applications, adaptable help systems and many others. E-learning paradigms and implementations have brought many advantages to technology-based distance education. It is now possible to identify, analyse, track and monitor relevant aspects of instruction, such as different velocities, paths, or strategies of learning. There are also attempts to integrate adaptivity into e-learning based on effective reading speed [Ng, 2003]. According to [ADL 2001], the value of personalised instruction is measurable by means of its effectiveness, e.g. a learne
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