Answer:
Intuitively we know what it is like to feel confused as a result of a difficulty in the learning process, yet confusion is not regarded as one of the “basic” emotions: like, for example, happiness, sadness, and anger (Ekman, 2008). And while student confusion is relatively easy for an experienced teacher to detect in face-to-face settings (Lepper and Woolverton, 2002), it is a complex emotion that is difficult to explain scientifically (Silvia, 2010; Pekrun and Stephens, 2011). But we know that confusion is both commonly felt by students, is able to be diagnosed by teachers, and able to be resolved productively with teacher support (see for example, Lehman et al., 2008). Thus, at the most fundamental level, confusion is both widely experienced and relatively easily detected by teachers, despite the uncertainty about the exact relationship between difficulties and emotional responses in learning. Thus, student emotions, such as confusion, are relatively straightforward for experienced teachers to detect, understand and respond to in face-to-face settings with relatively small class sizes (see Woolfolk and Brooks, 1983; Woolf et al., 2009; Mainhard et al., 2018). The same is not true in digital environments or large classes. Emotions are less obvious to teachers when there are many students or when they interact with students via electronic methods (Wosnitza and Volet, 2005). This means that alternate practices are needed to respond to students when they experience difficulties in these emerging environments.
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