2021
DOI: 10.1080/10508406.2021.1964506
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Enriching problem-solving followed by instruction with explanatory accounts of emotions

Abstract: Background: Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students' conceptual understanding and transfer. Within PS-I, no research has examined how momentby-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods: I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the incidence and temporal dynamics of these states vary based on m… Show more

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Cited by 20 publications
(7 citation statements)
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“…Third, prior knowledge activation affords students opportunities to compare and contrast their solutions with the correct solutions during subsequent instruction, thereby increasing the likelihood of students' noticing and encoding critical features of the new concept (Schwartz et al, 2011;Kapur, 2014). Finally, besides the cognitive benefits, problem-solving prior to instruction also has affective benefits of providing greater learner agency, engagement, and motivation to learn the targeted concept (Belenky and Nokes-Malach, 2012), as well as naturally triggering moderate levels of negative emotions (e.g., shame, anger) that can act as catalysts for problem space exploration (Sinha, 2022). Suppose these considerations are part of designing the flipped experience, and the subsequent teaching considerate of productive failure during and from the flipping.…”
Section: Productive Failurementioning
confidence: 99%
“…Third, prior knowledge activation affords students opportunities to compare and contrast their solutions with the correct solutions during subsequent instruction, thereby increasing the likelihood of students' noticing and encoding critical features of the new concept (Schwartz et al, 2011;Kapur, 2014). Finally, besides the cognitive benefits, problem-solving prior to instruction also has affective benefits of providing greater learner agency, engagement, and motivation to learn the targeted concept (Belenky and Nokes-Malach, 2012), as well as naturally triggering moderate levels of negative emotions (e.g., shame, anger) that can act as catalysts for problem space exploration (Sinha, 2022). Suppose these considerations are part of designing the flipped experience, and the subsequent teaching considerate of productive failure during and from the flipping.…”
Section: Productive Failurementioning
confidence: 99%
“…The OpenSciEd approach to learning science is different from the way most students were likely used to learning in science class, and unfamiliarity could potentially cause stress or anxiety (Han & Gutierez, 2021; Sinha, 2022). Being put in the place of a learner himself helped Mr. Emerson to realize the power of this affective response to instruction and pinpoint when and how his students might experience those feelings.…”
Section: Resultsmentioning
confidence: 99%
“…With the embodiment turn has emerged methods for collecting and analyzing multimodal data to model embodied interactions (Worsley and Blikstein, 2018;Abrahamson et al, 2021). These include data for analyzing gestures (Closser et al, 2021), eye gaze (Schneider and Pea, 2013;Shvarts and Abrahamson, 2019), facial expression (Monkaresi et al, 2016;Sinha, 2021), grip intensity (Laukkonen et al, 2021), and so on, coupled with traditional statistical methods, qualitative methods, and deep learning algorithms that model human behavior based on massive amounts of mouse click and text-based data (e.g., Facebook's DeepText, Google's RankBrain). This shift in research methods has been enabled by the proliferation of low-cost, high-bandwidth cameras and sensors that track biometrics, facial, and body movement that supplement field notes, speech, text chat, and click log data (Schneider and Radu, 2022).…”
Section: Growth Of Multimodal Learning Analyticsmentioning
confidence: 99%