Emotional responses to feedback in adaptive learning technologies for early mathematics education

Artigo2025

Anne Horvers ORCID; Inge Molenaar ORCID; Tibor Bosse ORCID; Ard W. Lazonder ORCID

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Resumo

Background Adaptive Learning Technologies (ALTs) have become increasingly prevalent in early mathematics education. These systems assess learners’ performance in real-time to adapt instructional support and give immediate feedback. This feedback can evoke various emotional responses. The precise impact of feedback on emotions and consequentially learning is not yet well understood and may differ between and within learners. Aims This study aimed to gain a detailed understanding of young learners’ emotional responses to immediate feedback provided by ALTs, with the purpose to present unexplained data that can be used to refine theory and propose initial design recommendations for emotion-adaptive support. Sample Participants were 113 Dutch fifth graders (ages 10–12; 52 % boys) working with a widely used ALT for mathematics. Methods Learners solved math problems and received immediate feedback on each answer. Their emotional responses were assessed using a multimodal approach combining physiological, experiential, and behavioural measurements. Results Physiological data indicated that feedback is associated with emotional responses, while experiential and behavioural results were inconclusive on the valence and nature of these responses. These results indicate that physiological, experiential, and behavioural measures of emotion are complementary. Together these data streams revealed four latent profiles reflecting young learners’ different emotional responses to feedback. Conclusions Multimodal data streams offer valuable insights for capturing emotional responses to feedback, refining both empirical understanding and theory. These novel findings highlight young learners’ varied emotional responses to feedback in ALTs, address theoretical gaps, and underscore the potential of emotion-adaptive support.

Dados da obra

Tipo: Artigo
Periódico: Learning and Instruction, v. 99, p. 102192
Editora: Elsevier BV
Ano: 2025 (2025-07-21)
Idioma: en
Palavras-chave: adaptive learning systems; immediate feedback; emotional responses; early childhood mathematics education; young learners; physiological measures; fifth grade students
DOI: 10.1016/j.learninstruc.2025.102192
ISSN: 0959-4752, 1873-3263
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HORVERS, Anne et al.. Emotional responses to feedback in adaptive learning technologies for early mathematics education. Learning and Instruction, v. 99, p. 102192, 2025. DOI: https://doi.org/10.1016/j.learninstruc.2025.102192.

APA

Horvers, A., Molenaar, I., Bosse, T., & Lazonder, A. W. (2025). Emotional responses to feedback in adaptive learning technologies for early mathematics education. Learning and Instruction, 99, 102192. https://doi.org/10.1016/j.learninstruc.2025.102192

BibTeX

@article{horvers2025,
  author = {Horvers, Anne and Molenaar, Inge and Bosse, Tibor and Lazonder, Ard W.},
  title = {Emotional responses to feedback in adaptive learning technologies for early mathematics education},
  year = {2025},
  journal = {Learning and Instruction},
  volume = {99},
  pages = {102192},
  publisher = {Elsevier BV},
  doi = {10.1016/j.learninstruc.2025.102192},
  language = {en}
}

RIS

TY  - JOUR
AU  - Horvers, Anne
AU  - Molenaar, Inge
AU  - Bosse, Tibor
AU  - Lazonder, Ard W.
TI  - Emotional responses to feedback in adaptive learning technologies for early mathematics education
PY  - 2025
JO  - Learning and Instruction
VL  - 99
SP  - 102192
DO  - 10.1016/j.learninstruc.2025.102192
LA  - en
ER  -

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