Interaction among anxiety, stress, response mode, and familiarity of subject matter on achievement from programmed instruction.

Tobias, Sigmund; Abramson, Theodore

doi:10.1037/h0031314

Cited by 24 publications

(16 citation statements)

References 16 publications

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“…A number of studies with these materials (Tobias, 1969a(Tobias, , 1969bTobias & Abramson, 1971) have consistently found that CR group achieved more on the unfamiliar section of the program. Equally consistent was the finding that on the familiar section of the program there were no significant differences between response modes.…”

Section: Research Findingsmentioning

confidence: 99%

Review of the Response Mode Issue

Tobias

1973

Review of Educational Research

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Section: Research Findingsmentioning

confidence: 99%

Review of the Response Mode Issue

Tobias

1973

Review of Educational Research

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“…Besides, familiarity of the subject matter can affect the students' performance during online-assessment. According to Tobias et al [10], "content with unfamiliar subjects require a more overt response for optimal learning than does familiar subject matter, as lack of familiarity implies that the responses required by the task may not be in the student's repertory". To simulate the familiar and unfamiliar environment, we utilize language familiarity in typing tasks.…”

Section: Introductionmentioning

confidence: 99%

Detecting emotional stress during typing task with time pressure

Lim

Ayesh

Stacey

2014

2014 Science and Information Conference

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Abstract-Automated stress detection is important in developing adaptive e-learning systems. Empirical evidence suggests that mouse dynamics and keyboard dynamics analyses can be both effective in user behaviour modelling as well as emotion detection compared to physiological measures and facial expression recognitions, and yet they are far less expensive and considered non-intrusive. This paper investigates how mouse dynamics and keyboard dynamics can be affected by emotional stress, particularly stress induced by time pressure, text length and language familiarity. Our research findings show that longer text and unfamiliar language raise users' stress perceptions. Demanding job such as long typing task could result in anomalous behaviours once the users have lost motivation. Language familiarity mainly affects keyboard behaviour but text length change mouse behaviour. This shows that there is a good potential of developing an adaptive e-learning system by detecting learners' emotional stress from keyboard and mouse input.

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“…The authors concluded that there were no significant interactions between learner traits and treatments. Tobias and Abramson (1971), in a well-conducted study, found little support for the hypothesized interaction of anxiety, stress, and response mode in programmed instruction. Pyatte (1969) reported a study with elementary school children in which the interaction between three levels of mathematical ability and two modes of programmed instruction were studied.…”

Section: Treatments Involving Programmed Instructionmentioning

confidence: 89%

3: Trait-Treatment Interaction and Learning

Berliner¹,

Cahen²

1973

Review of Research in Education

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Educational Research and DevelopmentInteractions of independent variables in their effects on dependent variables are present whenever an effect holds for one kind of subject under one set of conditions but does not hold in the same way for other types of subjects or other sets of conditions. When interaction hypotheses guide research on in struction, the research enterprise is altered. The search for instructional tech niques, teaching styles, or media to provide the "best" overall results in teach ing-learning situations is abandoned because it is an inadequate guide for the design of instructional theory.What we know about individual differences leads us to believe that for certain subgroups of individuals, and under certain conditions, reports of overall results misrepresent the true effects. A wide range of instructional alternatives or treatments needs to be incorporated into research designs in order to determine those treatments that are particularly beneficial for particu lar subgroups of learners. Such research would be responsive to the question: Given this set of learner characteristics, what is the best way to tailor instruc-JOHN B. CARROLL, Educational Testing Service, was the editorial consultant for this chapter. White and Robert W. Douty assisted with the review of published research. Lola Rhea Appel typed the manuscript draft. We wish to thank DΓS. John B. Carroll and Fred N. Kerlinger for their help in conceptualizing the chapter and for their critical reactions to earlier drafts. Dr. Richard Snow also provided helpful comments from his reading of an earlier draft. Lastly, the authors would like to express their appreciation to Professors Lee J. Cronbach and Richard Snow for stimulating our interest in the concept of interaction in learning. 58 at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from at University of British Columbia Library on June 22, 2015 http://rre.aera.net Downloaded from Review of Research in Education, 1 Bar-Yam, M. The interaction of student characteristics with instructional strategies: A study of students' performance and attitude in a high school innovative course. Unpublished doctoral dissertation, Harvard University, 1969. Beane, D. G. A comparison of linear and branching techniques of programed instruction in plane geometry. program for the Johnson-Neyman technique in the case of two groups, two predictor variables, and one criterion variable. Educational and Psychological Measurement, 1970,50, 121-132. Carry, L. R. Interaction of visualization and general reasoning abilities with instructional treatment in algebra. Unpublished doctoral dissertation, Stanford University, 1967. Cattell, R. B. Theory of fluid and crystallized intelligence: A critical experiment.

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Interaction among anxiety, stress, response mode, and familiarity of subject matter on achievement from programmed instruction.

Cited by 24 publications

References 16 publications

Review of the Response Mode Issue

Review of the Response Mode Issue

Detecting emotional stress during typing task with time pressure

3: Trait-Treatment Interaction and Learning

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