The role of expressed emotions in online discussions

Kim, Min Kyu; Ketenci, Tuba

doi:10.1080/15391523.2019.1697861

Cited by 13 publications

(13 citation statements)

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“…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. Next, the selfies were visually analysed focussing on cues (Musil et al, 2017) to identify behaviours, emotions and creative traces implied through gestures and digital editing.…”

Section: Methodsmentioning

confidence: 99%

“…(2) IBM Tone Analyzer Combining SA and TA provides a deeper understanding of emotional experience from written feedback (Satyanarayana et al, 2019), as certain tones could define emotions in textual expression (Kim and Ketenci, 2020). For that reason, we used the IBM TA, which is an application programming interface (API) developed by IBM Corporation (Al Marouf et al, 2019) that performs linguistic analysis (Sorvisto et al, 2018) of social and language tones (Mcgetrick, 2017) to detect emotions such as anger, fear, joy, and sadness and language tones namely analytic, confidence, and tentative (Mcgetrick, 2017).…”

Section: Mode Of Analysismentioning

confidence: 99%

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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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Section: Methodsmentioning

confidence: 99%

Section: Mode Of Analysismentioning

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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“…Az attitűdök jellemzően három komponensre bonthatók: magatartási, kognitív (tudás, hit) és affektív (érzelmek), amelyek együttesen alakítják ki a végleges viszonyulást (Hofmeister-Tóth, 2014). Az online térben, a felhasználók által előállított tartalmak (user-generated content, UGC) (mint például online újságcikkek kommentszekcióinak bejegyzései) lényegesen kötetlenebb formát öltenek, így az érzelmek jóval hangsúlyosabbak (Kim & Ketenci, 2020), mint egy személyes találkozás esetében. Kutatásunkhoz ezért választottuk az online szentiment (érzelem) elemzését, mint az attitűdök kialakulásának lényeges aspektusát vizsgáló automatizált módszert.…”

Section: Cikkek Tanulmányokunclassified

Az ismeretlen ismerős. A neuromarketing iránti attitűdök szentimentelemzése

Varga¹,

Csordás²

2021

Veztud

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A neuromarketing a 2010-es évek második felére elfoglalta az őt megillető helyet mint akadémiai kutatási terület és mint gyakorlati piackutatási tevékenység egyaránt. Világszerte alkalmazzák jobbára termékfejlesztési célokra, illetve a fogyasztói motivációk és döntéshozatali metódusok pontosabb definiálására. Mégis, a szakirodalomból hiányzik a neuromarketing mint jelenség iránti fogyasztói attitűdök feltárása: a kezdeti etikai problémák és szakmai balfogások nagyban hátráltatták reputációjának építését, így jellemzően negatív konnotáció övezi a közvélemény részéről. Vizsgálatuk során a szerzők ezt a hiányt igyekeznek pótolni: a SentiOne social listening szoftver segítségével összegyűjtötték a közösségi médiában 2017-ben és 2018-ban megjelent összes „neuromarketing” említést, majd tartalomelemzés segítségével csoportosították őket. Eredményeikben feltárják a neuromarketinggel kapcsolatos megnyilvánulások általános helyzetét, kategorizálják a nyilvános tartalmakat, ezáltal felvázolnak egy szofisztikáltabb képet a neuromarketing iránti attitűdökről. Megvizsgálva, hogy ezek hogyan viszonyulnak a tudományterület elméleti felvezetésükben részletezett valós helyzetéhez, eredményeik segítségével fényt próbálnak deríteni arra, hogy a tudományos diskurzuson és kutatásokon, valamint a piaci-gyakorlati alkalmazásokon túl milyen általános nevelő feladat hárul a terület művelői számára a terület elfogadásának növelésére.

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“…Therefore, analysis of learner emotions can helps differentiate various nuances (Poria et al 2016). Kim and Ketenci (2020) operationalized "expressed emotions" as traceable student emotions detected through emotional cues in textual expressions posted on discussion forums. An AOD forum is a social space where students confront a variety of emotion-eliciting situations (Pacella and López-Pérez 2018).…”

Section: Expressed Emotionsmentioning

confidence: 99%

A longitudinal examination of temporal and iterative relationships among learner engagement dimensions during online discussion

2020

Self Cite

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Scholars have examined how students feel, behave, and think when engaged in asynchronous online discussion (AOD), which has become a prevalent means of collaborative learning in higher education. However, few have considered the impact of time on these learning-related dimensions, partly due to reliance on self-reported instruments that are not sufficient to measure the temporal, changeable, and iterative relationships among learning-related dimensions during online conversation. The purpose of the current study was to use learning analytics to investigate longitudinally the relationships among learning-related emotions, learner participation level, and cognitive effort of students. Analysis of system-stored student data from 56 students enrolled in a wiki-based, blended undergraduate writing course revealed that positive or negative expressed emotions led to higher participation in ongoing discussions and that participation level predicted the rate of change in textual revision. These findings not only confirm theories of learner engagement but also demonstrate the viability of trace data and their potential in educational research and practice.

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The role of expressed emotions in online discussions

Cited by 13 publications

References 51 publications

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

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

Az ismeretlen ismerős. A neuromarketing iránti attitűdök szentimentelemzése

A longitudinal examination of temporal and iterative relationships among learner engagement dimensions during online discussion

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