Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion

Crises such as pandemics disrupt the motivational, feedback, and emotional processes that sustain effective learning. Digital learning platforms (DLPs) are often positioned as tools to maintain educational continuity, yet their associations with effective learning in disrupted contexts remains insufficiently understood. This study examines whether DLP use moderates the relationships between low motivation, insufficient feedback, negative emotions, and students' effective learning during crisis-driven remote education. Using a mixed-methods design, quantitative data from 216 UK university students were analysed using partial least squares structural equation modelling (PLS-SEM), and qualitative insights derived from open-ended questionnaire responses were analysed using thematic analysis. Findings indicate that diminished motivation, inadequate feedback, and negative emotions are negatively associated with learning effectiveness during crises. While DLP use was positively associated with effective learning, it did not significantly moderate the relationships between low motivation, insufficient feedback, negative emotions, and students’ effective learning. Qualitative insights suggest that more favourable learner experiences occur when technological affordances are aligned with instructional design, instructor presence and emotional support. The study points to the value of incorporating motivation-enhancing strategies, personalised feedback and affective support within digital learning environments. It contributes to digital pedagogy by highlighting that DLPs relate more strongly to effective learning when their features are integrated with coherent pedagogical design, meaningful social interaction and emotionally supportive practices. These insights extend beyond crisis contexts and offer guidance for designing resilient, inclusive, and human-centred digital learning systems. • Investigates the role of DLPs when disruptions limit access to in-person teaching. • Highlights waning motivation, inadequate feedback, and negative emotions as central barriers to effective learning during crises. • Finds that although DLPs sustained continuity, they failed to reduce the detrimental influence of motivational, feedback, and emotional challenges on students' effective learning. • Indicates that DLP affordances are activated through purposeful instructional design and relationally supportive, context-responsive pedagogical approaches. • Identifies strategies for leveraging DLPs to create resilient, inclusive, and sustainable learning environments during crises and beyond emergency conditions.