Methodological approaches to researching emotional regulation in the educational process: the influence of multimedia resources on learners' cognitive processes

Abstract

The article examines the methodological principles of studying emotional regulation in the modern educational process and the influence of multimedia resources on the cognitive processes of students. The purpose of the article is to provide a comprehensive analysis and justification of methodological approaches to the study of emotional regulation in the educational process in the context of the digitalization of learning. The main focus is on identifying the mechanisms of influence of multimedia resources on students’ cognitive processes: in particular, attention, memory, thinking, and interpretive activity, with a special emphasis on literary education as an emotionally sensitive area of learning. Special attention is paid to pedagogy, psychology, Internet resources, and literary education as sensitive areas where emotional activity directly affects the depth of interpretation of educational material, the formation of reading meanings, and the quality of students’ cognitive activity. It is emphasized that the theoretical basis of the research is formed by J. Gross’s models of emotional regulation, R. Pekrun’s control-value theory, R. Mayer’s cognitive theory of multimedia learning, as well as the literary approaches of V. Izer, R. Barthes, U. Eco, and Ukrainian researchers M. Zhulinsky and O. Nikolenko. The study found that multimedia significantly modifies the intensity of emotional responses and the relationship between aesthetic experience and cognitive analysis of educational material. The feasibility of using multi-design research approaches: experiment, psychophysiology, content analysis, qualitative interviews, is justified. It is noted that for a comprehensive study of emotions in a digital learning environment, it is necessary to combine psychophysiological, cognitive, and cultural-literary approaches. It is emphasized that they allow not only to measure the emotional reactions of learners, but also to analyze their influence on the depth of perception, interpretation of literary texts, and strategies of emotional regulation during interaction with multimedia resources.