Evaluating the Role of Academic Emotions in English Informatics Pedagogy Amidst Digital Health Innovations

Abstract

This study examines the interplay between academic emotions and the teaching of English informatics at the university level in the digital health era. Utilizing a quantitative approach, the research focuses on university English students, analyzing the impact of English learning self-efficacy on various academic emotions and, consequently, on academic achievements in English. A detailed regression analysis explores how different academic emotions influence students' English academic performance and examines the feedback effect of academic success on students' emotional states. Our findings indicate that twelve categorized academic emotions significantly predict academic performance (F=25.881, p<0.001), accounting for 35.3% of the variance in academic outcomes. Specifically, emotions such as anxiety, relaxation, and tension have shown significant predictive values, underscoring their substantial impact on academic achievement. The study further discusses the critical role of emotion-focused pedagogy in English multimedia teaching, suggesting that addressing emotional factors in educational settings can significantly enhance student engagement, motivation, and learning outcomes. By integrating emotional education with English multimedia teaching methods, this research highlights the potential for improved pedagogical strategies that not only cater to the cognitive but also the emotional needs of students. The implications of these findings are particularly relevant in the context of digital health technologies, where emotional data can be leveraged to tailor educational experiences and improve learning environments. Thus, this paper contributes to the broader discourse on enhancing educational efficacy through the thoughtful integration of emotion teaching in digital health-driven academic settings.