The second important aspect is the features of the interaction. Tolmie and Boyle’s work on CMC environments Tolmie and Boyle (op. cit.) and Jelfs and Colbourn (2002) and Light et al. (2000) are good exemplars of this approach in their work on on-line learning. Crook (op. cit.) also, of course, argues for such an ecological approach. Finally, we need more longitudinal studies. Here again, both Mercer and Vass’s work, to give just two examples, show how col- laborative interactions in settings such as classrooms cannot be understood without some un- derstanding of the longer term context in which they take place. Attention to these three aspects would be a good beginning in furthering our understanding of the role of affective and social factors when using learning technologies but there is still a need for further development of methodological approaches. Evaluating the use of learning technologies, whether from a cognitive or social or affective perspective is not straightforward. The literature on evaluating the cognitive impact of learning technologies illustrates the complexity and methodological issues in this area (for example, Draper, Brown, Henderson, & McAteer (1996), Oliver (1998)). However although there is an established yet controversial approach to evaluating educational technologies from a cognitive perspective, there has been little attention on affective factors. This paper provides some of the groundwork needed in order to conceptualise affective factors in research on learning technologies. This provides a basis for new approaches that will help us to understand the affective factors surrounding the use of technologies in educational settings.