Teacher-student interaction is critical for providing learners with support and maintaining effective communication during the teaching process. The online teacher-student interaction mode, has posed challenges to the effectiveness of online classes. However, how to conduct effective interaction in online classes to improve learning outcomes remains unclear. This study used multimodal data analysis of platform behavior and emotional data to investigate the impacts of teacher-student interaction and emotions on students' academic performance in an online classroom setting. Findings indicate that adult learners' interactive behaviors, particularly the number of podium appearances and the number of rewards received, positively affect their quiz performance in real time. Additionally, negative emotion frequency collected within a time window shorter than the entire online class was positively correlated with quiz performance. The preliminary results of this study inspire and guide teachers in understanding classroom dynamics and optimizing the teaching process effectively and promptly.