Emotional engagement
Emotional engagement is a part of school engagement; it also consists of behavioral and cognitive dimensions. Behavioural engagement entails active participation and involvement in studying and learning, whereas cognitive engagement refers to the student’s personal investment in learning activities, including self-regulation and a commitment to the mastery of learning. Furthermore, emotional engagement comprises of experiences of belonging within the school community, including experienced relationships with teachers and peers and the affective dimensions of learning and emotions towards school in general. Although the emotional, behavioural, and cognitive components of academic engagement are often explored separately, they mutually influence each other over time.
It has been suggested that emotional engagement plays a significant and distinct role in the ways in which students engage in academic activities as their school career progresses. In addition, behavioural engagement has received the most attention in prior studies, whereas emotional engagement has been studied less.
The experience of flow and emotional engagement in the gamified learning setting had a highly significant impact on motivation. Furthermore, it was concluded that flow increased academic success through increasing motivation. In line with numerous studies in the literature, motivation was determined to have a positive effect on academic success. In addition, the results show that flow and emotional engagement explained 68% of variance of motivation; flow, emotional engagement, and motivation explained 22% of variance of academic success. It is suggested that subsequent studies should focus on the establishment and testing of models that would help to explain success in gamified settings which should incorporate game elements and player types in the structural model.
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 79, 86-96. Retrieved from: https://bit.ly/4hTt2gj
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031. Retrieved from: https://bit.ly/4ghnGKn