This subtopics addresses the relationship between stress and learning. While often viewed as purely detrimental, stress has a complex, non-linear relationship with cognitive performance and learning. Learning engineering must address stress not just as a blocker, but as a potential lever to optimize engagement and attention. The goal is to design learning environments that keep learners within a zone of eustress (positive stress) and mitigate the transition into distress (negative stress).
Example Concepts and Application: