Reactions vs. Reality: Using Sentiment Analysis to Measure University Students’ Responses to Learning ArcGIS

Hixson, Taylor

doi:10.1080/15420353.2020.1719266

Cited by 10 publications

(1 citation statement)

References 15 publications

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“…SA was used because it provides a non-invasive method to gather information on students' emotional states by investigating behavioural traces in a learning environment based on comments and reflections (Dolianiti et al, 2019). Accordingly, complementing SA with a qualitative approach is imperative in educational research (Chauhan et al, 2019;Sivakumar and Reddy, 2017) mainly to validate and discover emotional motivation, explicit sentiment reasons (Zhou and Ye, 2020), and emotional polarity when dealing with new technology (Hixson, 2019). Whilst it is straightforward to classify students' discourse based on polarity or emotional valence, it is also imperative to determine specific emotional states such as happy, sad, and fear deemed complex (Kim and Ketenci, 2020;Al Marouf et al, 2019) to explain the findings.…”

Section: Methodsmentioning

confidence: 99%

Hey, let's take a selfie: insights of selfie defamiliarisation in the classroom

Kumar

Silva²,

Osman³

et al. 2022

OIR

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PurposeSelfie is a popular self-expression platform to visually communicate and represent individual thoughts, beliefs, and creativity. However, not much has been investigated about selifie's pedagogical impact when used as an educational tool. Therefore, the authors seek to explore students' perceptions, emotions, and behaviour of using selfies for a classroom activity.Design/methodology/approachA triangulated qualitative approach using thematic, sentiment, and selfie visual analysis was used to investigate selfie perception, behaviour and creativity on 203 undergraduates. Sentiment analyses (SAs) were conducted using Azure Machine Learning and International Business Machines (IBM) Tone Analyzer (TA) to validate the thematic analysis outcomes, whilst the visual analysis reflected cues of behaviour and creativity portrayed.FindingsRespondents indicated positive experiences and reflected selfies as an engaging, effortless, and practical activity that improves classroom dynamics. Emotions such as joy with analytical and confident tones were observed in their responses, further validating these outcomes. Subsequently, the visual cue analysis indicated overall positive emotions reflecting openness towards the experience, yet also reflected gender-based clique tendency with modest use of popular selfie gestures such as the “peace sign” and “chin shelf”. Furthermore, respondents also preferred to mainly manipulate text colours, frames, and colour blocks as a form of creative output.Originality/valueThe study's findings contribute to the limited studies of using selfies for teaching and learning by offering insights using thematic analysis, SA and visual cue analysis to reflect perception, emotions, and behaviour.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2021-0608/

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