Editing Learning emotions (section)

== '''Challenges''' ==
While research has focused on emotional design and learning, there is very little research that currently exists in order to understand the emotions the learner experienced during the process of learning.<ref>Li, J., Luo, C., Zhang, Q., & Shadiev, R. (2020). Can emotional design really evoke emotion in multimedia learning? International Journal of Educational Technology in Higher Education, 17(1). <nowiki>https://doi.org/10.1186/s41239-020-00198-y</nowiki></ref> Moreover theories like the Cognitive Theory of Multimedia Learning does not consider the impact of emotion in learning that may affect the cognitive load to exceed the cognitive capacity of the learner’s working memory. Furthermore, given differences between individuals and cultures, there are varying intensities, expressive behavior and internal experiences that students undergo during the process of learning which need to be further investigated and validated. 


Metacognition and emotions are remains as one area of crucial study, since metacognition is an effective strategy for generative processing. Understanding the role of emotions in this process would help in designing tools that would account into factors of emotional design while developing metacognitive tools for learning.