Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care?

Chauncey, Amber; Azevedo, Roger

doi:10.1007/978-3-642-13388-6_41

Cited by 14 publications

(11 citation statements)

References 8 publications

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“…This work often involves using computer software to analyze various behavior characteristics associated with boredom, including dialogue, facial expressions, and body posture . Some instructional systems even have the capability of assessing and distinguishing between affective states in real time and dynamically providing motivational support intended to regulate these emotions (Azevedo and Strain 2011;Chauncey and Azevedo 2010).…”

Section: Observationalmentioning

confidence: 99%

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

et al. 2011

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Mitigating the situational factors that give rise to state boredom is a consistent challenge facing educators. Despite the growing amount of literature devoted to the construct, the field has yet to arrive at a consensus regarding a clear theoretical or operational definition. Subsequently, inconsistencies exist in the assessment methodologies, research findings lack generalizability, and strategies for mitigation in educational settings remain elusive. In this cross-disciplinary analysis, the extant literature on state boredom is critically reviewed and synthesized, and a two-dimensional definition of state boredom as an unpleasant (subjective), low-arousal (objective) experience is proposed. Findings from the technological advances of the last decade that allow for the objective measurement of physiological states are used to inform recommendations for empirically sound assessment methodologies. Finally, the proposed definition of state boredom and related assessment strategies are discussed with respect to implications for enhancing educational practices.

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Section: Observationalmentioning

confidence: 99%

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

et al. 2011

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“…Moreover, the multimedia applications that students employ while creating their projects intensify student's perception of the abstract ideas of the course they study. Furthermore, Chauncey and Azevedo (2010) argued that the motivational force in integrating computer-based instruction strengthened students' independence and self-management. Computer-based instruction is relevant to MT due to the application of technology in learning.…”

Section: Qualitative Data Analysis: Students' Creative Projectsmentioning

confidence: 99%

The Integration of Project-Based Methodology into Teaching in Machine Translation

Madkour¹

2016

IES

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This quantitative-qualitative analytical research aimed at investigating the effect of integrating project-based teaching methodology into teaching machine translation on students' performance. Data was collected from the graduate students in the College of Languages and Translation, at Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Quantitative data instruments included a Likert scale questionnaire, students' exam results, and students' assignments. Qualitative data was gathered using two groups, of 20 students each, from the same research population to explore the effectiveness of project-based teaching methodology. The first group of participants was taught for one semester using traditional teaching methods that depended on direct instruction and memorization of information while the second group of participants was involved in creative projects about various topics on machine translation. Content analysis was conducted to evaluate the participants' projects. A comparison of the two groups' final exam results and assignments was made to provide statistical evidence regarding the impact of project-based teaching approach on students' performance. The discussions of this research include topics on theories and systems of machine translation, the concepts of localization and hybridization, project-based teaching methodologies, and educational technology. The recommendations emphasize the importance of adopting brain-based strategies such as project-based techniques in teaching machine translation, providing professional development programs on using cognitive teaching approaches, and equipping translation laboratories with most recent technologies. The significance of this research derives from being a contribution in three specific areas: integrating education research into teaching machine translation to motivate students to improve their performance; employing educational technology to bridge the gap between theories and practice of machine translation; providing an implementation of creative teaching in machine translation through presenting students' creative projects. The integrative teaching model, which the researcher presented in this research, is a new approach for solving students' problems in machine translation.

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“…A focus on the assessment of collaborative problem-solving (CPS) is pertinent and timely for three main reasons. First the decision by the OECD PISA Project to assess CPS in 2015 (Chauncey & Azevedo, 2010) means that a spotlight will be on this important aspect of learning (Blatchford, Baines, Rubie-Davies, Bassett, & Chowne, 2006;Voogt, Erstad, Dede, & Mishra, 2013). PISA is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students in order to determine the extent to which they can apply their knowledge to real-life situations and hence are prepared for full participation in society.…”

Section: Collaborative Learning In Problem-solving Environmentsmentioning

confidence: 99%

“…Collaborative learning involving inquiry and problem-solving has become commonplace in curricula around the world especially in subjects such as science, maths, geography and history (Chauncey & Azevedo, 2010). However it is also generally acknowledged that collaborative learning is a challenging process for students requiring a complex set of cognitive, metacognitive and social skills in order to engage in interactive processes such as developing shared task understanding, negotiating shared perspectives, argumentation and maintaining focus (see for example Barron, 2003;Chan, 2012;Evagorou & Osborne, 2013).…”

Section: Collaborative Learning In Problem-solving Environmentsmentioning

confidence: 99%

“…The framework has diagnostic capabilities and provides opportunities for stakeholders to view estimated competency levels, examine the evidence on which these judgements were based and to use this information for a variety of processes as appropriate (Shute, 2011 P.9). It is also the primary organizing theoretical framework for the PISA assessment of collaborative problem solving (Chauncey & Azevedo, 2010), which we present as an example of the principles under discussion.…”

Section: Introductionmentioning

confidence: 99%

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Technology enhanced assessment in complex collaborative settings

Webb

Gibson

2015

Educ Inf Technol

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Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are particularly useful (and where noncomputerised assessments need to be retained or developed) while assuring that the purposes and designs are transparent and empowering for teachers and learners. Technology enabled assessments of higher order critical thinking in a collaborative social context can provide data about the actions, communications and products created by a learner in a designed task space. Principled assessment design is required in order for such a space to provide trustworthy evidence of learning, and the design must incorporate and take account of the engagement of the audiences for the assessment as well as vary with the purposes and contexts of the assessment. Technology enhanced assessment enables in-depth unobtrusive documentation or 'quiet assessment' of the many layers and dynamics of authentic performance and allows greater flexibility and dynamic interactions in and among the design features. Most important for assessment FOR learning, are interactive features that allow the learner to turn up or down the intensity, amount and sharpness of the information needed for self-absorption and adoption of the feedback. Most important in assessment OF learning, are features that compare the learner with external standards of performance. Most important in assessment AS learning, are features that allow multiple performances and a wide array of affordances for authentic action, communication and the production of artefacts.

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Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care?

Cited by 14 publications

References 8 publications

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

The Integration of Project-Based Methodology into Teaching in Machine Translation

Technology enhanced assessment in complex collaborative settings

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