Online Learning on the Emotional Pressure and Motivation of Visually Impaired Students
Abstract
Online learning became the primary mode of instruction following the COVID-19 pandemic. Still, its implications for students with special educational needs, particularly those with visual impairments, remain unevenly addressed in current scholarship. In practice, visually impaired students often engage with online learning environments in ways that were not fully anticipated during initial platform design. This condition shapes both emotional responses and learning engagement.
This study examines emotional distress and motivation among visually impaired students through a qualitative narrative review of academic literature. The review focuses on three objectives: identifying factors associated with emotional distress,
examining elements that influence motivation, and exploring support strategies discussed in previous studies. Academic articles published between 2010 and 2025 were analysed using Scopus, Web of Science, Taylor & Francis, and Google
Scholar. The analysis indicates that emotional distress tends to emerge from accessibility limitations, technological constraints, limited pedagogical adaptation, and inconsistent screen reader performance. Rather than occurring in
isolation, these factors frequently interact, contributing to sustained frustration and emotional strain. Motivation appears to increase when emotional support is available, adaptive technologies function reliably, and teaching practices promote
interaction. Learning experiences are further shaped by contextual factors, including the home learning environment, teachers’ confidence in using educational technology, and opportunities for social interaction. Overall, these findings point
to the need for more coherent, inclusive education policies, sustained teacher training in assistive technologies, and the development of online platforms that meaningfully accommodate visually impaired users. Further research is needed to
examine psychosocial interventions that integrate emotional, technological, and pedagogical support within online learning settings.
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