Abstract

This chapter considers key research evidence from an in depth study in empathy in learning relationships between teachers and students. The study contains exceptionally rich data from real world teachers, students and classroom encounters. It explains how educators ( but also applies to other professionals) can build high quality relationships and optimise learning through making emotional connections with students and conversely the negative effects of reduced, partial or feigned empathy on relationships and communication. This research has previously been applied to the mediation of emotion through technology in research into classrooms and on line technology and artificial intelligence and learning and is continually updated ( see example references below). In this chapter these fundamental concepts will be applied to the mediation of emotion through current and future technology.
The chapter will first discuss the theoretical framework, including considerable literature on the concept of empathy and its role in learning and interaction and how it relates to psychology, neuroscience and other learning theory, including the relationship between emotion and cognition. It will then consider the key relevant findings from this research and other projects, including the many characteristics of fundamental and profound empathy which relate to emotional interaction, technology and learning both with teachers and peers and will then consider them in the light of current and potential technologies. Finally it will produce and discuss a set of significant guidelines for the understanding, use and design of learning technology including aspects to avoid, which will summarise some key issues for academics, educators and developers to consider.