An explanatory framework for modelling student emotions in design and technology education

Abstract

Emotions are integral to the learning process, significantly influencing cognitive functions such as creativity, problem-solving, and decision-making. These cognitive abilities are particularly important in design and technology (D&T) education, where students are expected to tackle increasingly complex and multifaceted design challenges. However, recent research indicates that D&T education struggles to equip students with the necessary competencies to navigate these challenges effectively. This paper investigates the critical role of emotions in developing these competencies and presents a comprehensive theoretical framework that explains how D&T students' emotional experiences are shaped by their interactions with the learning environment. The framework highlights three core components of the learning context: hardware and software resources, the physical learning environment, and design and make tasks. It argues that decision-makers-such as educators, curriculum developers, and policy-makers-play a key role in shaping students' emotional experiences through their decisions regarding these components. The central contribution of this paper is the development of an explanatory model that not only identifies how emotions emerge from the student's interactions with the learning context but also illustrates how these emotions mediate the relationship between decision-makers' commitments and the competencies students develop in D&T education. By providing insights into how emotions are elicited from these interactions, the framework serves as a valuable tool for decision-makers to predict and improve the emotional landscape of the learning environment, ultimately fostering students' cognitive development. Moreover, this framework addresses a gap in existing literature by offering a structured approach to modeling academic emotions within the specific context of D&T education. It enables educators and other stakeholders to understand how their decisions influence the emotional experiences of students, allowing for more informed and strategic decision-making in educational practice. By highlighting the role of emotions in learning, this research provides a foundation for enhancing D&T education by considering emotions as a core element in the development of creative, problem-solving, and decision-making skills. This contribution is essential for preparing students to meet the growing demands of modern design challenges, which require not only technical knowledge but also emotional resilience and cognitive flexibility.