Emotions and Technology in Education: a Review Focused on Motivation

Emociones y tecnología en la educación: una revisión centrada en la motivación

Authors

Hernan Isaac Ocana Flores School of Information Technology, The University of Queensland, Brisbane. Australia https://orcid.org/0000-0001-6258-3828

DOI:

https://doi.org/10.33936/cognosis.v10iEE(1).7684

Abstract

This study analyzes the impact of emotional intelligence on motivation, subjective well-being, academic burnout, and the use of affective technologies within human-computer interaction (HCI) in these settings. Through a systematic literature review, the study explores the relationships between emotions, educational technologies, and academic performance, highlighting the importance of considering the emotional dimension in the design of learning environments. The author bases a strong postulate on recent findings on the educational and psychological space that showed that students with higher levels of emotional intelligence exhibit greater intrinsic motivation, lower academic burnout, and higher levels of subjective well-being. At the same time, how technologies allow the possibility for pedagogical and psychological strategies to be adapted improving the personalization of learning and therefore aiding to a desired educational performance.

KEYWORDS: Emotional intelligence; affective technologies; human-computer interaction; motivation; educational ethics.

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References

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Published

2025-04-24

How to Cite

Ocana Flores, H. I. (2025). Emotions and Technology in Education: a Review Focused on Motivation: Emociones y tecnología en la educación: una revisión centrada en la motivación. Cognosis Journal. ISSN 2588-0578, 10(EE(1), 128–140. https://doi.org/10.33936/cognosis.v10iEE(1).7684