Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

Keller, Melanie; Hoy, Anita Woolfolk; Goetz, Thomas; Frenzel, Anne C.

doi:10.1007/s10648-015-9354-y

Cited by 204 publications

(211 citation statements)

References 78 publications

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“…This prediction is based on the notion that an agent's exaggerated behavioural cues may impose additional processing burden to the visual and mind (extraneous cognitive load, [13][14][15][16]). On the other hand, agent enthusiasm was expected to positively affect learning and motivation, due to the enhanced positive emotional responses in learners, which direct their approach behaviours (intrinsic motivation, affective perceptions, cognitive outcome) in the learning process [17][18][19][20][21][22][23][24]. To provide clarification on this issue, we compared the effects of two pedagogical agent personas, i.e., an enthusiastic agent and a neutral agent.…”

Section: Discussionmentioning

confidence: 99%

“…The general definition of "enthusiasm" in educational settings can be categorized into two aspects [20]. The first aspect of enthusiasm describes a teaching delivery that is "stimulating, energetic and motivating" [20,21].…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…The first aspect of enthusiasm describes a teaching delivery that is "stimulating, energetic and motivating" [20,21]. The second aspect of enthusiasm refers to the subjective experience of instructors themselves in terms of enthusiasm for teaching [21].…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…An instructor may convey enthusiasm through verbal cues, such as remarking on the value of the learning material or expressing instructor's own interest in the matter [23]. More importantly however, enthusiasm is also conveyed through enthusiastic nonverbal cues such as highly animated gestures, dynamic and energetic vocal tones and smiling facial expressions [20,24].…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

“…In the context of this study, vocal tones, facial expressions, dialogues, and head gestures were manipulated, based on lists of verbal and nonverbal cues found in literature regarding teacher enthusiasm [20][21][22][23][24][25] and emotional response theory [17][18][19]. Specifically, the operationalization of agent instructional style (enthusiastic versus neutral) was a combination of these various parameters.…”

Section: Conclusion Limitations and Avenues For Future Researchmentioning

confidence: 99%

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Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew

Zin

Sahari

2017

Hum. Cent. Comput. Inf. Sci.

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In a traditional classroom environment, instructor enthusiasm has been shown to enhance student's emotion, affective perceptions, intrinsic motivation, and cognitive outcome. Additionally, emotional response theory argues that enthusiastic verbal and nonverbal cues of an instructor will induce positive emotional states in learners, which in turn, enact learners' approach behaviours in the learning process. Therefore, should a pedagogical agent convey enthusiastic behaviours in a multimedia learning environment? Literature and theoretical reviews offer two competing views. The first view, based on emotional response theory, predicts that enthusiastic verbal and nonverbal cues of a pedagogical agent can induce higher positive emotions in learners, which in turn, enhance affective perceptions, intrinsic motivation, and cognitive outcome. However, the second view, based on cognitive load theory, suggests that pedagogical agent enthusiasm may increase extraneous cognitive load (additional processing in the mind), which negatively impact emotion, affective perceptions, intrinsic motivation, and cognitive outcome. To investigate the effects of agent enthusiasm, seventy-two university freshmen interacted with either an enthusiastic agent or a neutral agent (operationalized through vocal tones, facial expression, gestures, and remarks) that simulates the instructional role of a virtual tutor that delivers narrative demonstrations on how to predict the outputs of C-Programming algorithms. The results of our study showed that pedagogical agent enthusiasm significantly enhanced emotion, intrinsic motivation, affective perceptions, and cognitive outcome. Moreover, mediation analyses revealed that the facilitating effects of agent enthusiasm on intrinsic motivation, affective perceptions of the learning environment, and affective perceptions of the pedagogical agent were fully mediated by a learner's positive emotion, thus demonstrating that the framework of emotional response theory can be applied to learneragent interaction in a multimedia learning environment. Implications and suggestions for future research related to pedagogical agent enthusiasm are discussed in this paper.

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Section: Discussionmentioning

confidence: 99%

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Section: Conclusion Limitations and Avenues For Future Researchmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew

Zin

Sahari

2017

Hum. Cent. Comput. Inf. Sci.

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Teaching Listening in Classroom Settings

Lahman¹

2020

The Handbook of Listening

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Teaching quantitative ecology online: An evidence‐based prescription of best practices

Acevedo

2020

Ecology and Evolution

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Ecology is becoming an increasingly quantitative discipline. In 2012, more than 70% of studies published in popular ecology journals applied some type of advanced statistical model (Barraquand et al., 2014). Still, most students feel their quantitative skills are inadequate and there is a recent emphasis on incorporating more quantitative content into undergraduate and graduate courses in ecology and evolutionary biology (EEB) (

show abstract

Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

Cited by 204 publications

References 78 publications

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Teaching Listening in Classroom Settings

Teaching quantitative ecology online: An evidence‐based prescription of best practices

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