Feeling Giggity: Ambiguous Emojis in Teaching and Learning Communications

Mary Kynn* Edith Cowan University
Nicole Reinke , University of the Sunshine Coast
Eva Hatje , Queensland University of Technology

https://doi.org/10.9743/JEO.2026.23.1.8

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.

 Keywords: emoji, emotion, learning, student communication, digital platforms

*Corresponding author: m.kynn@ecu.edu.au