The Competence of Emotional Design of Instruction the Neglected Pedagogical Knowledge of Teachers

Document Type : Original Article

Authors

1 Department of educational sciences, Farhangian university, P.O. Box 14665-889, Tehran. Iran

2 Department of Educational Sciences,, University of Birjand, Birjand , Iran

Abstract

Background and Objectives: Not only learning but also the growth of the learner depends on emotional development. Teachers, for various reasons, do not pay attention to emotional aspects in their teaching. This research aims to identify the competence of emotional design in teaching and to introduce its significance and importance.  Methods: To achieve the research objective, a qualitative method was used. To achieve the research objective, among qualitative methods, a narrative review of the research was selected, and the PRISMA framework was the basis for data search and analysis.  Findings: The review of published sources showed that paying attention to emotions is important for growth, learning, and teaching. Therefore, it is necessary for teachers to link their teaching with the emotions of students. Emotional design in instruction has its roots in research in the field of industrial products, and in design models based on cognitive neuroscience, attention to emotion is also a fundamental principle. 1) Kansei Engineering; 2) FEASP Strategy; and 3) ECOLE Strategy were the three models of motivational design of instruction. For the design and production of emotion-based instructional content, the use of techniques and strategies such as 1) storytelling; 2) attention to visual design; 3) gamification; and 4) providing feedback to teachers has been recommended. Conclusion: The findings of this research indicate that in the curriculum for teacher training in Iran, attention has not been paid to emotional design of instruction in the pedagogical knowledge section, content section, and technological section. Therefore, considering this matter is essential in the revision of the teacher training curriculum in Iran.

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References

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Journals of Research in Teacher Education Curriculum Studies
Volume 4, Issue 2 - Serial Number 7
March 2025
Pages 114-127

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