Considering the emotional needs of students in a computer-based learning environment
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Considering the emotional needs of students in a computer‑based learning environment Karol Ann Moore1 Accepted: 9 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the manuscript entitled, “Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning,” (Jarrell et al. in Educ Technol Res Dev 65:1263–1284, 2017) from a K-12 student perspective. Jarrell et al.’s (2017) noted a strong relationship between outcome emotions and performance tasks where high performing medical students resulted in the most positive emotions. Researchers indicated that medical students who experienced negative emotions led to negative outcomes such as loss of confidence or dropping out of school. In turn, these results can be translated to students in grades K-12 who find themselves more regularly in an online learning environment. This perspective suggests ways Jarrell et al.’s (2017) conclusions can inform educators as they consider the important role emotions play in digital learning. Special consideration should be given to the importance of connection between student and teacher, as well as the unique challenges faced by students identified with learning disabilities. Keywords Computer-based learning · Student emotions · Student teacher connection · Online learning Shifting to a computer-based learning environment (CBLE) given the current world situation is essential to maintain progress for students in grades K through 12; however, it poses some considerable challenges for students, families, and teachers. Based on the paper by Jarrell et al. (2017), emotions are tied to achievement outcomes that play a role in learning and performance in academic situations. Emotions are an important consideration that must be measured for all involved. There is a healthy level of anxiety that causes us to prepare and persist through difficult tasks; however, when left unattended, it can interfere with all aspects of learning leaving lasting and detrimental effects (Pekrun 2006). Jarrell et al. (2017) looked specifically at performance feedback and its emotional impact on students in a CBLE. This idea was used to examine emotional responses to determine if learners can be grouped in a useful way and to observe significant performance differences between groups. As hypothesized, researchers observed two distinct * Karol Ann Moore [email protected] 1
Austin Independent School District, Austin, TX, USA
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groups: negative emotions including anger and shame and positive emotions related to pride, joy, and relief. An unexpected “low emotion” cluster emerged between negative and positive groups; yet, it did not meet the criteria for performance accuracy and efficiency (Jarrell et al. 2017). Findings indicate that performance feedback is significantly tied to outcome emotions, emphasizing the importance of emotional intensity as a factor in developing theories related to emotions an
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