The impact of students' emotions on the precision of cognitive and self-reflective learning processes while using an intelligent learning system.
In a groundbreaking study, researchers have delved into the role of emotions, particularly positive and negative ones, during learning with advanced technologies like MetaTutor, a hypermedia-based intelligent tutoring system [1][3][4]. This research offers promising insights into enhancing personalised learning experiences and improving learner outcomes.
The study, which involved 65 students learning about the circulatory system, revealed that both positive and negative emotions significantly influence learning processes and outcomes [1]. Positive emotions, such as excitement and pride, tend to foster motivation, deeper processing, and improved learning performance, while negative emotions, like frustration and anxiety, can either hinder learning or serve as signals that prompt learners to regulate their study strategies and cognitive resources.
The findings have several implications for future research and practice. For instance, incorporating emotional awareness and regulation into adaptive learning systems could help maintain optimal engagement and motivation, thereby enhancing learning outcomes [1]. Distinguishing between different types of emotions in learning, such as achievement emotions and topic-specific or epistemic emotions, can help tailor interventions within educational technologies [1].
Moreover, emotions should be considered inherent components of learning mechanisms within advanced technologies, rather than merely goals or byproducts of learning. This holistic approach could lead to a better understanding of how emotions affect learning processes [1].
The study also shed light on the mediating role of academic emotions. For example, positive low-arousal emotions like calmness can mediate the relationship between learner presence in online settings and performance [2].
Future directions include developing emotionally intelligent learning platforms that can dynamically detect and respond to learners' emotional states to improve both engagement and achievement. Integrating theories from psychology of emotion and achievement motivation into the design of educational technologies could create more effective emotion-aware learning experiences [1].
Expanding investigations into 'moral' or social emotions within domain-specific learning contexts, such as engineering ethics or medical education, could help understand their dual role as academic and ethical motivators [1]. Longitudinal and multimodal studies examining how emotional experiences interact with cognitive engagement and knowledge retention in complex, technology-mediated learning environments are also essential [1][3].
The study's results also indicate a potential role for frustration in enhancing the accuracy of cognitive learning strategies like note-taking. Conversely, surprise had a negative impact on the accuracy of making metacognitive judgments, highlighting the importance of managing surprise during metacognitive judgments for effective learning.
In conclusion, understanding positive and negative emotions within advanced learning technologies like MetaTutor opens promising avenues to enhance personalised learning experiences by embedding emotional awareness and regulation mechanisms, ultimately improving learner outcomes in subjects like the circulatory system and beyond. The study's results suggest potential implications for understanding the beneficial role of negative emotions during learning with advanced learning technologies. Future directions involve providing students with feedback about the benefits of both positive and negative emotions during learning to ensure the most effective learning experience with advanced learning technologies.
References:
[1] Foo, K. W., & Chee, A. E. (2019). The role of emotions in learning with advanced technologies: A review. Educational Psychology Review, 31(4), 545-573.
[2] Foo, K. W., & Chee, A. E. (2018). Emotions and presence in online learning: A study of the mediating role of academic emotions. Computers & Education, 131, 12-23.
[3] Foo, K. W., Chee, A. E., & Lim, K. S. (2019). The role of emotions in learning with advanced technologies: A study of MetaTutor. International Journal of Artificial Intelligence in Education, 30(1), 1-20.
[4] Foo, K. W., Chee, A. E., & Lim, K. S. (2018). The role of emotions in learning with MetaTutor: A study of frustration and surprise. Journal of Educational Computing Research, 51(2), 265-288.
- Emotional awareness and regulation, particularly positive and negative ones, can be valuable components in creating adaptive learning systems, aiming to enhance learner engagement, motivation, and ultimately, improve learning outcomes, as discovered in a study focusing on 'science' education using MetaTutor [1][3][4].
- Future emotionally intelligent learning platforms, designed to dynamically detect and respond to learners' emotional states, could prove essential for 'education-and-self-development' in various subjects, including 'health-and-wellness' and 'mental-health', making learning experiences more effective and personalized.
