Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Loderer, Kristina; Pekrun, Reinhard; Lester, James C.

doi:10.1016/j.learninstruc.2018.08.002

Cited by 237 publications

(197 citation statements)

References 94 publications

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“…Indeed, while our VR 360 videos afford immersion but not presence, our data also align with studies that argue the positive effects this immersive quality of VR, and other novel educational technologies, can have on affect and cognition (Loderer, Pekrun, & Lester, ; Makransky & Lilleholt, ). In sum, our research corroborates well with the work of Teig, Scherer, and Nilsen () and Jerrim, Oliver, and Sims () in that pursing inquiry‐based learning as a pedagogical decision may not be enough for academic achievement, alluding to the plausibility that affective factors, and their connection to content relevance, may have on students' science achievement.…”

Section: Implications and Principal Contribution To The Fieldsupporting

confidence: 86%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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Section: Implications and Principal Contribution To The Fieldsupporting

confidence: 86%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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“…The study of students' emotional experiences in the teaching-learning context has produced a great deal of research on aspects not previously considered under the cognitivist paradigm. Such research seeks to explain to what degree emotional processes facilitate or interfere in learning processes [1][2][3][4][5][6][7]. Specifically, the level of stress experienced by students who try to meet the demands and requirements of university study has captured the interest of researchers [8,9].…”

Section: Introductionmentioning

confidence: 99%

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

Arias

Lahortiga-Ramos

Laspra-Solís

et al. 2020

IJERPH

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Achievement emotions that the university student experiences in the learning process can be significant in facilitating or interfering with learning. The present research looked for linear and predictive relations between university students’ achievement emotions, coping strategies, and engagement-burnout, in three different learning situations (classroom, study time, and testing). Hypotheses were identified for a possible model that would analyze the two facets of perfectionism based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive emotions would predispose the use of problem-focused coping strategies and an emotional state of engagement; in the case of perfectionistic concerns, however, negative emotions would predispose the use of emotion-focused strategies and a state of burnout. A total of 654 university students participated in the study, using an online tool to complete validated questionnaires on the three study variables. All students provided informed consent and corresponding permissions. Given the ex-post facto linear design, the predictions could be verified for each situation by means of logistic regression analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree, to the proposed theoretical relations. The testing situation was of particular interest. We discuss implications for perfectionism research and for the practice of prevention, education and health care in the university setting.

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“…While the findings of Loderer, Pekrun and Lester [26] did not find an exclusive effect between gender and positive or negative emotions, we were interested in whether a difference in association between the variables could be detected for male and female learners. Table 6 shows that, for males, a small statistically significant correlation was found between boredom and the barrier components 1, 2 and 4 and a small statistically significant correlation between enjoyment and the barrier component 4.…”

Section: Resultsmentioning

confidence: 88%

“…Similar to Dillon et al [13], they found that positive emotions were predominant during the course and that certain content evoked negative emotions which may affect achievement. In addition, a meta-analysis on achievement emotions in technology based learning environments implies that levels of emotions differ across learning environments but that the effect of emotions generally supported the hypotheses that positive emotions like enjoyment are positively related to achievement and that negative emotions like boredom are negatively related to achievement [26]. Furthermore, their meta-analysis also indicated that there is no exclusive effect between gender and positive or negative emotions.…”

Section: Achievement Emotionsmentioning

confidence: 91%

Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

Henderikx

Löhr

Kalz

2019

Lecture Notes in Computer Science

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MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females These findings may serve as input for supporting learners in achieving their individual learning goals.

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Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Cited by 237 publications

References 94 publications

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

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