Living with learning difficulties: Two case studies exploring the relationship between emotion and performance in students with learning difficulties

Abstract

Research 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.