Digitalization of Educational Space: Emotional Risks and Effects
Sergey A. Khrapov, Liudmila V. Baevа
Abstract
The article is devoted to the systemic problem of digitalization of the educational space, understanding its emotional risks and effects. The authors identified the following emotional risks of digitalization of the educational space: 1) emotional alienation of students from classmates and teachers; 2) emotional deprivation caused by the “digital divide”; 3) emotional exhaustion due to information overload and the dominance of visual-figurative perception of educational material; 4) emotional anxiety due to the totalization of digital control over the results of educational and extracurricular activities of students; 5) emotional deformations caused by the instability of students’ self-esteem. The article emphasizes the probabilistic nature of these emotional risks. The authors also pay special attention to identifying a number of emotional effects of the digitalization of the educational space: 1) emotional euphoria from wide access to digital learning among those who previously, for various reasons, did not have a full opportunity to receive a classical education; 2) emotional involvement of people with developmental disabilities in the digital educational process; 3) emotional positivity of students from the expansion of opportunities for entering secondary specialized and higher educational institutions through digital technologies; 4) emotional connection with the participants of educational forums and other electronic educational resources; 5) emotional inspiration of students when they receive opportunities to form individual learning paths through digital technologies. The result of the study is proposals on ways to level the emotional risks of digitalization of the educational space.