## 1 Introduction  
Stress management is essential to help children in elementary school to recognize and regulate stress. Asian children commonly encounter stress when preparing homework [1], which has a negative impact on their well-being and development. Performance, intolerance of failure, and expectations from parents and friends are the main stress factors. Meanwhile, limited coping skills and lack of stress awareness constrain children's ability to manage stress [2]. Among the various factors contributing to improving children's stress status, parental involvement has proven to be an effective strategy [3, 4]. Children's vulnerability in stressful learning situations also highlights the necessity of active parental support [5]. Schools and teachers often encourage parental involvement in homework activities to enhance educational outcomes [6]. Children aged 5-12 often struggle with timely emotional self-regulation in task performance [7]. As a result, seeking social support or care is an essential approach. In home environments, positive emotional feedback from parents benefits children in regulating their emotions during stressful times [8]. Parentalinvolvement encompasses a wide range of behaviors, from direct participation in children's learning activities to emotional and psychological support. Parent-child interaction is beneficial in addressing learning and developmental challenges, including fostering children's adaptability to social environments. Children with high levels of parental involvement in learning often exhibit lower stress levels, underscoring the positive influence of parents on their emotional well-being [2]. Compared to secondary school students, primary school students tend to seek connection and validation from their parents [9], offering potential opportunities for parents to assist in managing learning stress. On average, children spend 1.5 h daily on homework, and their ability to effectively regulate stress is not innate but cultivated through supportive relationships and positive environmental factors [10]. However, children's self-regulation or external support mechanisms are not always feasible or sufficient in real-time stressful situations, particularly for those facing academic pressure [11]. To bridge this gap, our research explores the potential role of human-computer interaction (HCI) in enhancing children's awareness and regulation of stress. By creating a real-time, context-sensitive stress management support system, we aim to improve the effectiveness of stress-coping strategies. The concept of co-regulation of stress, where parents and children collaboratively manage stress, holds the potential for fostering positive dynamics in parent-child relationships. This approach not only alleviates immediate stress but also equips children with long-term coping mechanisms. Traditional stress interventions are often reactive, occurring long after stress has already manifested. However, there is growing recognition of the importance of addressing stress in real time. Timely intervention ensures that children maintain an optimal state for learning and development [12]. The emergence of interactive technologies has introduced valuable tools for stress management [13]. Integrating embodied technologies into home learning environments represents an innovative approach [13]. These technologies, ranging from simple applications to advanced interactive devices, serve as mediums for stress detection and enable effective parental engagement through intuitive feedback mechanisms. By transforming stress management into an engaging and interactive process, these tools have the potential to create interactive learning stress management systems in everyday settings, thereby enhancing children's learning experiences [14]. Advances in biofeedback technology, combining biosensors, computing platforms, and human-computer interaction, also offer new pathways for stress regulation and relaxation training [15].