Considering the emotional needs of students in a computer-based learning environment

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.