Emotions Experienced by First-Year Engineering Students During Programming Tasks

Atiq, Zahra

doi:10.1145/3230977.3231014

Cited by 6 publications

(4 citation statements)

References 86 publications

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“…In particular, we rejected the hypothesis that students' personal profile affects their emotions (HPP), contrary to previous studies (Rowe & Fitness, 2018). Moreover, positive emotions were experienced at a greater extent than negative emotions, contrary to previous findings (Atiq, 2018;Bosch, D'Mello, & Mills, 2013). Unfortunately, the activities used in the experiments of Bosch et al (2013) did not involve interacting with program visualizations, which is supported by VisBack.…”

Section: Discussioncontrasting

confidence: 98%

“…visual style or general programming experience). Finally, our instrumentation was based on questionnaires, but emotions are a complex phenomenon; therefore, the use of physiological (Villanueva, Raikes, Ruben, Schaefer, & Günther, 2014) or even multi-modal methods (Atiq, 2018;Feidakis, Daradoumis, & Caballé, 2011) could give additional information.…”

Section: Threats To Validitymentioning

confidence: 99%

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Analyzing the influence of a visualization system on students’ emotions: An empirical case study

Lacave

Velázquez‐Iturbide

Velasco

et al. 2020

Computers & Education

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Section: Discussioncontrasting

confidence: 98%

Section: Threats To Validitymentioning

confidence: 99%

Analyzing the influence of a visualization system on students’ emotions: An empirical case study

Lacave

Velázquez‐Iturbide

Velasco

et al. 2020

Computers & Education

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“…We find a higher number of related works regarding programming education and students' emotions [4,45,53]. Students' emotional reactions are often related to the frustration of dealing with the difficulties that are faced to solve programming problems.…”

Section: Motivation and Emotionsmentioning

confidence: 99%

Augmented reality with algorithm animation and their effect on students’ emotions

Velasco

Velázquez‐Iturbide

Gómez‐Rios

2022

Multimed Tools Appl

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Algorithm animations are a resource that assists in learning algorithms by visually displaying the behavior of an algorithm at a higher level of abstraction than source code. On the other hand, augmented reality is a technology that allows extending visible reality in a mobile device, which can result in greater emotional well-being for the student. However, it is not clear how to integrate algorithm animations with augmented reality. The article makes two contributions to this concern. On the one hand, we describe an architecture that allows generating interactive algorithm animations, integrating them appropriately in the context of immersive augmented reality. This way the user can watch the source code of the algorithm, augmented with textual explanations, visualizations and animations of its behavior. We illustrate the use of the architecture by instantiating it to the well-known Dijkstra’s algorithm, resulting in an augmented reality tool that generates text, 2D and 3D visualizations. On the other hand, the influence of the tool on the user’s emotions has been studied by conducting an experience with face-to-face and online students. The results show that, with the joint use of augmented reality and visualizations, the students: experienced significantly more positive than negative emotions, experienced more agitation and stimulation than inactivity or calm, enjoyed as much as they expected, and their feeling of boredom decreased during the experience. However, students felt anxiety from the beginning and it increased with the use of augmented reality. The study also found that the face-to-face or online learning model influences emotions and learning outcomes with augmented reality.

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“…Such a focus is related to Pekrun's (2006) concept of shame as an achievement emotion or "emotions tied directly to achievement activities or achievement outcomes" (p. 317), which has characterized the framing of how shame has been studied in educational research (Paoloni et al, 2014;Tempelaar et al, 2012;Villavicencio, 2011). While we are not aware of engineering education studies that have explicitly investigated shame, we do note that extant research on emotions in engineering domains are aligned with Pekrun's (2006) framework of achievement emotions (Atiq, 2018;Kellam et al, 2018;Villanueva et al, 2018).…”

Section: Academic and Organizational Shamementioning

confidence: 93%

Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities

Huff

Okai

Shanachilubwa

et al. 2021

J of Engineering Edu

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Background: Although prior research has provided robust descriptions of engineering students' identity development, a gap in the literature exists related to students' emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.Purpose: We examined the lived experiences of professional shame among White male engineering students in the United States. We conceptualize professional shame to be a painful emotional state that occurs when one perceives they have failed to meet socially constructed expectations or standards that are relevant to their identity in a professional domain. Method:We conducted unstructured interviews with nine White male engineering students from both a research-focused institution and a teachingfocused institution. We used interpretative phenomenological analysis to examine the interview transcripts.Results: The findings demonstrated four themes related to how participants experienced professional shame. First, they negotiated their global, or holistic, identities in the engineering domain. Second, they experienced threats to their identities within professional contexts. Third, participants responded to threats in ways that gave prominence to the standards they perceived themselves to have failed. Finally, they repaired their identities through reframing shame experiences and seeking social connection. Conclusions:The findings demonstrate that the professional shame phenomenon is interwoven with professional identity development. In experiencing professional shame, White male students might reproduce the shame experience for themselves and others. This finding has important implications for the standards against which members from underrepresented groups may compare themselves and provides insight into the social construction of engineering cultures by dominant groups.

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Emotions Experienced by First-Year Engineering Students During Programming Tasks

Cited by 6 publications

References 86 publications

Analyzing the influence of a visualization system on students’ emotions: An empirical case study

Analyzing the influence of a visualization system on students’ emotions: An empirical case study

Augmented reality with algorithm animation and their effect on students’ emotions

Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities

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