Constructive Feedback: When a learner is in a state of stress, the framing of feedback is critical. Feedback should be growth-oriented (focused on improvement), specific, and delivered in a supportive, non-judgmental tone to prevent a perceived failure from spiraling into distress.
High-Stakes vs. Low-Stakes Contexts: Learning engineering practitioners should instrument systems to identify and flag learner behavior patterns (e.g., rapid-fire incorrect answers, prolonged inactivity) that indicate high stress, and use that data to trigger a supportive intervention, such as a scaffolding hint or a moment to pause.