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Feeling Giggity: Ambiguous Emojis in Teaching and Learning Communications

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Title: Feeling Giggity: Ambiguous Emojis in Teaching and Learning Communications
Language: English
Authors: Mary Kynn, Nicole Reinke, Eva Hatje
Source: Journal of Educators Online. 2026 23(1).
Availability: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Computer Mediated Communication, Classroom Communication, Interpretive Skills, Emotional Intelligence, Emotional Response, Visual Aids, Foreign Countries
Geographic Terms: Australia
ISSN: 1547-500X
Abstract: There is an increase in the number of digital platforms used in higher education classrooms that promote using emojis to capture students' emotions. However, there is little evidence to suggest that interpretation of emojis is reliable in this context. This pilot project explored if emojis can reliably signify the emotions expressed by first-year university students. Students were asked to record their emotions by selecting a representative emoji and using free text to describe its meaning. A total of 72 responses were recorded in an anonymous online survey. Happy face emojis were used more frequently than emojis representing neutral or unpleasant emotions. However, some students who used happy faces intended them to mean the opposite of the emoji name, whilst no sad faces were used in a contrary manner. The most concerning description of "dead inside" was ascribed to a neutral face. These results suggest emojis should be used with caution in educational contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499235
Database: ERIC
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  Data: Feeling Giggity: Ambiguous Emojis in Teaching and Learning Communications
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  Data: <searchLink fieldCode="AR" term="%22Mary+Kynn%22">Mary Kynn</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Reinke%22">Nicole Reinke</searchLink><br /><searchLink fieldCode="AR" term="%22Eva+Hatje%22">Eva Hatje</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educators+Online%22"><i>Journal of Educators Online</i></searchLink>. 2026 23(1).
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  Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
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  Data: There is an increase in the number of digital platforms used in higher education classrooms that promote using emojis to capture students' emotions. However, there is little evidence to suggest that interpretation of emojis is reliable in this context. This pilot project explored if emojis can reliably signify the emotions expressed by first-year university students. Students were asked to record their emotions by selecting a representative emoji and using free text to describe its meaning. A total of 72 responses were recorded in an anonymous online survey. Happy face emojis were used more frequently than emojis representing neutral or unpleasant emotions. However, some students who used happy faces intended them to mean the opposite of the emoji name, whilst no sad faces were used in a contrary manner. The most concerning description of "dead inside" was ascribed to a neutral face. These results suggest emojis should be used with caution in educational contexts.
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      – Text: English
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    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Interpretive Skills
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      – SubjectFull: Emotional Intelligence
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      – SubjectFull: Emotional Response
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      – SubjectFull: Visual Aids
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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      – TitleFull: Feeling Giggity: Ambiguous Emojis in Teaching and Learning Communications
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