Psychological aspects of pedagogical interaction in the digital educational environment: motivation, engagement, and emotional well-Being

the article investigates pedagogical interaction in digital educational environments within. The study aims to examine the impact of digital technologies on motivation, engagement, and emotional well-being of educational process participants. Objectives include analyzing modern theoretical approaches, conducting empirical research through surveys, interviews, Moodle platform behavior analysis, and an experiment, and developing optimization recommendations. The study involved 300 students and 20 educators from Russian universities. Qualitative and quantitative methods were used: surveys with Likert scales, semi-structured interviews, Moodle analytics, and an experiment with gamification. Results indicate that digital technologies, including gamification, enhance motivation (r=0.42, p<0.01), but information overload increases stress (62% of respondents). Emotional well-being was identified as a critical factor in interaction efficiency. The study highlights the need for a balanced approach to technology integration, considering psychological aspects of learning. Its practical significance lies in recommendations for educators and platform developers to create adaptive environments that minimize stress and improve learning efficiency. The findings can be applied to design educational systems promoting holistic personal development in digitalization contexts. The results underscore the importance of further research into the long-term effects of digital technologies.

occupational psychology, digitalization, cognitive load, stress, ergonomics, work productivity