## 5 Discussion  
In this article, we examined the role of a connected system incorporating stress information feedback and encouragement prompts in managing stress related to children's learning tasks. Based on RMSSD and STAI-C scores, our findings suggest that while physiological (RMSSD) and psychological (STAI-C) stress indicators are not always consistent, the intervention had a more pronounced effect on psychological stress, particularly on self-assessed anxiety, rather than directly influencing the physiological state measured by heart rate variability (HRV). Our analysis revealed a weak positive correlation between changes in RMSSD and increases in anxiety scores (STAI-C S-state) across the first and second stages. However, this correlation was not statistically significant, with wide variability in the data and broad confidence intervals. These results indicate that, while there is a slight trend toward improvement in both physiological and psychological stress levels, the relationship between the two is not strong enough to establish a clear linear association. This could be attributed to the complexity of stress responses, where physiological changes in HRV may not directly reflect shifts in psychological states like anxiety. Nevertheless, the encouragement prompts provided by the interactive system showed some effectiveness in alleviating psychological stress, as reflected in improvements in STAI-C scores. These findings support the hypothesis that involving parents in managing their children's learning stress can foster mutual understanding and a shared perspective on stress, thereby improving emotional outcomes. The results underscore the positive impact of parent-child interaction in stress management, with both parties benefiting from the encouragement prompts. Furthermore, the correlation observed between the anxiety levels of children and parents highlights the emotional connection between them, suggesting that family-based interventions may contribute to reducing overall family stress. The relatively low correlation with STAI-S scores implies that the intervention may have a more direct impact on short-term emotional states, such as stress experienced during learning tasks, rather than on long-term or chronic stress. \begin{table}
\begin{tabular}{c c c c} \hline \hline  & **STAI-C S Change** & **STAI-C T Change** & **STAI-C Change** \\  & **vs.** & **vs.** & **vs.** \\  & **RMSSD** & **RMSSD** & **RMSSD** \\ \hline Correlation & 0.27585968 & \(-\)0.0953948 & 0.146008 \\ R-squared (R2) & 0.080 & 0.021 & 0.017 \\ Regression Coefficient & 0.9051 & \(-\)0.6927 & 0.2884 \\ Statistical (P\(>|t|\)) & 0.192 & 0.507 & 0.559 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Statistical metrics on participants’ STAI-C and RMSSD data. Figure 11: Regression analysis of STAI-C and RMSSD. This study primarily focuses on quantitative data analysis, with the interview findings to be further refined. However, integrating preliminary qualitative insights with quantitative data reveals that the stress management system effectively facilitates direct communication between parents and children while providing valuable guidance for parental involvement. Participants, both children and parents, generally reported a strengthening of the parent-child connection. Many parents mentioned during interviews that the feedback system enabled them to better understand their children's stress levels, which in turn prompted some to adjust their interactions with their children. Highly educated parents tended to engage more proactively in communication and interaction with their children, whereas less-educated parents often expressed difficulty in knowing how to communicate or assist their children, even when aware of their stress. Most parents believed that the encouragement prompts helped them learn effective communication strategies, thereby fostering healthier parent-child relationships.