There are quite a lot of researche?performed in the world, which prove that interest, stress and learning productivity of a learner to a large extent determine study results. Moreover, learning emotionality, pleasurableness and attractiveness, which help to increase its efficiency, are stressed by various researchers. Researchers have noticed, that a student’s interest, stress, learning productivity and academic achievement are quite closely related. Experts have noticed that in order to cause interest, increase learning productivity and maintain stress in a rational level of a learner it is necessary to constantly change the learning subject with regard to situational and individual interest. For this reason, an Affective Tutoring System for Built ENvironment Management (ATEN), developed by the authors of the article is very suitable. The ATEN was developed and fine-tuned in the course of the TEMPUS project “Reformation of the Curricula on Built Environment in the Eastern Neighbouring Area”. One of the ATEN innovations is that the System integrates the self-assessment and self-esteem measurement of students with multimodal biometric and intelligent methodologies and technologies. Affective Tutoring System for Built Environment Management can create a rational version of a learning process tailored to a specific student, taking into account such factors as how much the studies are interesting or difficult and the level of stress (with the help of biometric technologies). The System includes an automatic function that takes module topics and compiles an optimal set of personalised materials for a specific student. The case study submitted in this article partly demonstrates this developed System. The ATEN integrates self-assessment and self-esteem with biometric and intelligent methodologies and technologies.The ATEN can pick learning materials taking into account students interest in them, current stress and learning productivity.The ATEN provides a rather accurate assessment of a student’s academic performance.
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