The Neuroscience of Emotions and the Role Emotions Play in Learning

Abstract

The relationship between emotions and learning has always been of great interest in the field of educational neuroscience. Advancements in brain imaging techniques have given us better understanding on the role these affective components have in various cognitive processes including memory, attention, decision-making and social functioning (Immordino-Yang & Damasio, 2007). As educators and researchers in the field of educational neuroscience, our main objective in this paper is to bridge the gap between education and neuroscience. Applying scientific research to the classroom is not a straightforward process (Shearer, 2020; Howard-Jones, 2014). However, we believe that educators can benefit a lot when exposed to scientific research in order to base their classroom practice on solid grounds. Additionally, educators have a lot to offer from their first-hand experience in schools, especially when it comes to the role of emotions in teaching and learning. A meta-analysis of current research in the field will be presented to highlight the important role of emotions in learning. By understanding this role, we aim to inform and transform educational practices in the local scenario and beyond.