This article aims to analyse the significance of experientiality, emotionality and sensationality in network-based mobile education (NBME). It also looks closely into these concepts as potential affordances in the teaching–studying–learning (TSL) processes. In our previous article (Lehtonen, Hyvönen Gibson 1979). We firmly argue that these affordances can and should be made dominant in a way that fully exploits a human being’s potentiality as a committed, self-directed individual. We also look into how expressing emotions and feelings can be beneficially incorporated as part of an individual’s teaching–studying–learning processes.Emotions represent an individual-level system that provides us with valuable information about the state of our own bodies and the relationship of ourselves and our bodies with ongoing activity (Siegel 1999; Simonov 1981), such as studying. We always assess, in all activity, our knowledge and acts also emotionally, even though we do not always notice it.
Hyvönen et al. (Sat,) studied this question.