Improving Learning Experiences of Business Students in the Classroom Through Emotions in Higher Education

Abstract

Emotions are essential when considering how we interact with others and process information. Occasionally, we forget how emotions affect students’ learning process and the general experience of students and professors. Some previous studies show that positive environments stimulate and motivate students. The present study proposes a class methodology that facilitates a favorable experience for business undergraduate students. To accomplish this aim, the authors applied a survey to identify favorable and unfavorable emotions in the teaching-learning process. The survey evaluated the course content using a class methodology, the interactions among classmates, and students’ relationships with their professors. The authors applied the survey to two groups of business undergraduate students, each averaging 33 students. Fifty percent of the students were interviewed to gather their favorable and unfavorable experiences. We intended this information to validate the results obtained from the survey. The results showed that students prefer playful learning, working in teams, and having courses with exciting content. Additionally, they experienced the following emotions in the classroom: happiness, anxiety, curiosity, and interest, among others. The research question guiding this study was: What situations trigger favorable and unfavorable emotions in the classroom?