Abstract
AbstractResearch demonstrates that positive emotions contribute to students’ greater engagement with the learning experience, while negative emotions may detract from the learning experience. The purpose of this study is to evaluate the effect of a computer-based training program on the emotional status and its effect on the performance of two students with learning difficulties: a second-grade student of a primary school with Simpson-Golabi-Behmel syndrome and a fourth-grade student of a primary school with learning difficulties. For the purpose of this study, the “BrainHQ” web-based cognitive training software and the mobile app “AffectLecture” were used. The former was used for measuring the affective state of the students before and after each intervention. The latter was used for improving students’ cognitive development, in order to evaluate the possible improvement of their initial emotional status after the intervention with “BrainHQ” program, the possible effect of positive/negative emotional status on their performance, as well as the possible effect of high/poor performance on their emotional status. The results of the study demonstrate that there is a positive effect of emotion on performance and vice versa and the positive effect of performance on the emotional status and vice versa. These findings suggest that the affective state of students should be taken into account by educators, scholars and policymakers.
Highlights
Educational policy has traditionally paid attention to the cognitive development of students without focusing on how emotions adjust their psychological state and how this affects their academic achievement
Following the 0.01 criteria, the interpretation of the results shows that positive emotional status before the intervention tends to increase students’ performance during the cognitive training
Following the 0.01 criteria, the interpretation of the results show that high performance during interventions tends to increase students’ emotional status after the cognitive training
Summary
Educational policy has traditionally paid attention to the cognitive development of students without focusing on how emotions adjust their psychological state and how this affects their academic achievement. Emotions have a large influence over mental health, learning and cognitive functions. Students go through various emotional states during the education process [1] their mental state is considered to play a major role in obtaining internal motivation [2–4]. Existing research in the field of education has shown that students’ cognitive processes were far more important than emotional processes [5]. The definition of ‘learning difficulties’ (LD) is commonly used to describe students with intellectual/learning disabilities. For further specification, this group may be considered as a sub-group of all those students who face several disabilities such as physical, sensory, and emotional-behavioral difficulties, as well as learning difficulties [7]
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