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The Issue of Emotional Interaction Deficiency in Online Education from the Perspective of Psychology and its Compensation Solutions

Author(s)

Xu Miaomiao1, Ooi Boon Keat2

Affiliation(s)

1Innovation and Entrepreneurship College, Anhui Xinhua University, Hefei, Anhui, China 2Management& Science University(MSU), Shah Alam, Selangor,Malaysia

Abstract

The widespread application of online education is not only reshaping teaching structures and interaction methods, but also triggering a systemic breakdown of emotional maintenance mechanisms in educational relationships. Learners gradually lose the emotional support and interpersonal connections they once had in a virtual environment, leading to multiple psychological dilemmas such as a decline in psychological engagement, weakening of empathy mechanisms, and disruption of motivation systems. From a psychological perspective, this article focuses on the phenomenon of emotional interaction loss in online education, analyzing its characteristics, causal mechanisms, and structural consequences, and further explores the feasible framework for emotional compensation pathways. The research points out that current online education platforms have failed to effectively carry emotional functions in terms of interaction design and feedback mechanisms, while the teacher's role has also become blurred due to technological intervention, limiting their ability to guide emotions. Therefore, institutional repair should be made from three aspects: reconstructing the teacher's emotional guidance mechanism, optimizing the platform's psychological feedback system, and establishing a systematic emotional assessment mechanism. Finally, the article constructs an educational interaction model centered on emotional resonance, aiming to provide theoretical support and practical guidance for the reconstruction of the emotional ecosystem in online education.

Keywords

Online Education; Emotional Interaction; Psychological Engagement; Teacher's Role; Emotional Regulation

References

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