Advances of learning analytics approaches might be suitable to provide insights into digital learning behaviours without being intrusive. This paper reports a quasi-experimental study which explores the impact of state-emotions on the utilisation of learning artefacts and learning performance in digital learning
environments. A total of 79 participants were assigned to three experimental groups (positive emotions, negative emotions, control group) in an online learning environment focusing on Crowdfunding. Findings revealed that induced emotions had an impact on the students online learning behaviours. Accordingly, when
designing adaptive learning environments, learners’ emotional states need to be considered in order to prompt them to their individual affective disposition.
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