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In this paper, we propose to integrate the self-esteem component within learning process. The goal was to introduce a new strategy to enhance learner self-esteem while interacting with a tutoring system. This approach is based on a subliminal, non-consciously perceived, self-esteem conditioning priming method. We conducted an experimental study to measure the effect of this strategy on participant self-esteem and analyze its impact on learning performance. We have also monitored participants’ physiological activity to analyze the effects of our approach on learner affective state.