The role of emotions and task significance in Virtual Education

Noteborn, Gwen; Carbonell, Katerina Bohle; Dailey‐Hebert, Amber; Gijselaers, Wim

doi:10.1016/j.iheduc.2012.03.002

Cited by 55 publications

(37 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, other studies found evidence supporting connections between task value, and enjoyment and shame in different academic situations (Ainley & Ainley, 2011;Noteborn, Bohle Carbonell, Dailey-Herbert, & Gijselaers, 2012;Pekrun et al, 2011;Sánchez-Rosas, n.d.;Sánchez-Rosas & Pérez, 2015). Specifically, task value shows a weak negative correlation with shame, and a high positive one with enjoyment.…”

Section: Motivational Variables and Achievement Emotions: Class Enjoymentioning

confidence: 84%

The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class

2016

View full text Add to dashboard Cite

Introduction: Academic social participation addresses student engagement behaviors that involve social interactions with peers and teachers. Objective: Perceived teacher behavior, task value, academic self-efficacy, class enjoyment and shame's role in predicting academic social participation was analyzed. Method: Psychology students from a large national university completed self-report questionnaires assessing the model variables. A proposed model was evaluated by path analysis. Results: Model showed good fit to the data, explaining 31% of variance. Positive influences were detected of perceived teacher behavior on task value (β = 0.42), academic self-efficacy (β = 0.19), and class enjoyment (β = 0.24); of task value on class enjoyment (β = 0.52); and of class enjoyment on academic social participation (β = 0.44). Academic self-efficacy negatively affected class shame (β = -0.38), while class shame (β = -0.44) and task value (β = -0.24) showed a negative influence on academic social participation. Conclusion: Utility of modifying teacher behavior and motivation as a means to affect emotion was demonstrated. Class enjoyment and shame were the stronger predictors of academic social participation. Individual variables' importance in moderating contextual influence on engagement was suggested.

show abstract

Section: Motivational Variables and Achievement Emotions: Class Enjoymentioning

confidence: 84%

The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class

2016

View full text Add to dashboard Cite

show abstract

“…Additionally, many education scholars contend that emotions are inextricably linked to academic achievement outcomes, such as student effort (Pekrun et al 2002), adaptive learning strategies (Lehman, D'Mello, and Graesser 2012) and individual exam scores (Noteborn et al 2012). Although research on emotions in academic settings has gained momentum in recent years, few existing studies have focused on the synchronous hybrid modality.…”

mentioning

confidence: 99%

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Butz

Stupnisky

Pekrun³

2015

Research in Learning Technology

View full text Add to dashboard Cite

Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun's (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students' degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students' perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.

show abstract

“…Virtual learning environment also can be defined as virtual worlds which provide for an abstract form of reality, where learners are not physically present but instead use technology to interact with and objects in the virtual world [7]. Virtual learning is divided into different structures with changing degrees of online interest and in addition different sorts of members [8].…”

Section: Virtual Learning Environmentmentioning

confidence: 99%

“…An adjustment in the learner's enthusiastic state can orientate their consideration center and can affect an adjustment in the way they think, act and cooperate with others and in addition control their attitude in a learning circumstance [9]. Thus, a student seeing high assignment esteem but low regulation over the learning exercise will not accomplish a high result [7]. In conclusion, emotion highly affects the virtual learning environment by changing the way individual thinking and how they make decision.…”

Section: Emotion In Virtual Learning Environmentmentioning

confidence: 99%

Web-based virtual learning environment (EmoViLe) with emotive interface feature

Mokhsin¹,

Aziz²,

Shahuddin³

et al. 2018

J. Fundam and Appl Sci.

View full text Add to dashboard Cite

This study attempts to obtain the user requirements for the collection and to identify the user requirement for the EmoViLE. This VLE will to the student by improving the user experience and increasing their engagement when using the VLE, and lecturer in helping them to understa a better future plan for their learning assessment. The methodology in doing this study are Phase 1 which involved the initial study on the previous work, Phase 2 is the data collection on the user requirement, Phase 3 which involves the design process of the VLE, Phase 4 is the development phase of the VLE and Phase 5 is the testing on the prototype o expected outcome is a prototype of the VLE with the emotive interface feature that can contribute for the improvement and betterment on teaching and learning process between students and lecturer. This study attempts to obtain the user requirements for the EmoViLE to identify the user requirement for the EmoViLE. This VLE will student by improving the user experience and increasing their engagement when using lecturer in helping them to understand their student better and to come out with a better future plan for their learning assessment. The methodology in doing this study are Phase 1 which involved the initial study on the previous work, Phase 2 is the data collection Phase 3 which involves the design process of the VLE, Phase 4 is the development phase of the VLE and Phase 5 is the testing on the prototype o is a prototype of the VLE with the emotive interface feature that can for the improvement and betterment on teaching and learning process between emotions; virtual learning environment; web-based teaching; web Kansei engineering.

show abstract

The role of emotions and task significance in Virtual Education

Cited by 55 publications

References 27 publications

The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class

The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Web-based virtual learning environment (EmoViLe) with emotive interface feature

Contact Info

Product

Resources

About