Emotions have been theoretically and empirically linked to engagement and learning outcomes in many domains and settings. A recent quasi-experimental study measured medical students’ emotions after completing four diagnostic tasks in a computer based learning environment (Jarrell et al., Educ Technol Res Dev 65:1263–1284, 2017). Cluster Analysis showed three distinct groups and students in the positive emotion cluster performed well on their diagnostic tasks and negative emotions were linked to poor performance. Three perspectives about the results are presented in this Special Issue: K-12 teacher and administrator, student, and practical and policy. All perspectives focus on the need for additional research in the area of emotions and digital learning. Recommendations for future research are presented with a need for causal studies that meet the What Works Clearinghouse Guidelines.

情感已在理论和经验上与许多领域和环境中的参与和学习成果相关联。一项近期的准实验研究在基于计算机的学习环境中完成了四个诊断任务后，测量了医学生的情绪（Jarrell等人，Educ Technol Res Dev 65：1263–1284，2017）。聚类分析显示三个不同的组，积极情绪集群中的学生在诊断任务上表现良好，而消极情绪则与不良表现有关。本期特刊介绍了有关结果的三种观点：K-12老师和管理员，学生以及实践和政策。所有观点都集中在对情感和数字学习领域的进一步研究的需求上。