Examining the Role of Emotions in Learning with Technology

Abstract

Many theorists suggest that emotions and learning are highly interconnected, however, research on the impact of emotions is limited. This study explored the emotions of 220 pre-service teachers while they learned new technology tools and the relationship of these emotions with technology experience and preferred learning strategies. Happiness was most often expressed while learning with technology, followed by anxiety, anger and sadness. Technology experience was positively correlated with happiness and negatively correlated with anxiety, sadness and anger. Experimental and authentic learning strategies were positively correlated with happiness and negatively correlated with anger, anxiety and sadness. Direct instruction was positively correlated with happiness, negatively correlated with anger and unrelated to anxiety and sadness. Finally, a social learning strategy was positively correlated with anxiety and unrelated to happiness, anger and sadness. Implications for and for practice and suggestions for future research are discussed.