Italian Journal of Health Education, Sports and Inclusive Didactics
AFFECTIVE AFFORDANCES IN AI-MEDIATED LEARNING: A SCOPING REVIEW ON ADOLESCENT MOTIVATION AND PSYCHOLOGICAL NEEDS
Abstract
This paper examines how the activation and promotion of positive emotions influence the learning experience of students aged 11 to 18 when interacting with artificial intelligence assistants in a school setting. The theoretical framework integrates Self-Determination Theory (Deci & Ryan, 2000), the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the broaden-and-build theory (Fredrickson, 2004), and the concept of affordance (Gibson, 1979; Norman, 2013). The goal is to clarify how interaction design can promote emotions that are functional for learning, specifically epistemic curiosity, a sense of perceived competence, and relatedness. Using a critical review approach, this study involves the design of AI-mediated educational activities, differentiated by level of emotional support, in order to identify design principles capable of activating emotional affordance and fostering student engagement. The study aims to identify design principles for emotionally responsive educational systems, with theoretical and practical implications for the development of AI in schools.
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DOI: https://doi.org/10.32043/gsd.v10i4.1898
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Italian Journal of Health Education, Sports and Inclusive Didactics
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