Over the past decades, research in e-learning has begun to take emotions into account, which is also known as affective learning. It advocates an education system that is sentient of learner's cognitive and affective states, as learners' performance could be affected by emotional factors. This exploratory research examines the impacts of task demand and external stimuli on learner's stress perception and job performance. Experiments are conducted on 160 undergraduate students from a higher learning institution. The results show that the impacts are significant.