Academic literature on the topic 'Emotional engagement in art'
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Journal articles on the topic "Emotional engagement in art"
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Zheng, Xianjue, Lan Sun, Rong Mei, and Mei Song. "Emotional regulation, academic self-efficacy, and academic engagement among art education students: A cross-sectional study." Social Behavior and Personality: an international journal 52, no. 10 (October 2, 2024): 1–9. http://dx.doi.org/10.2224/sbp.13486.
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We conducted a study of 362 undergraduate art education students to investigate the influence of emotional regulation skills on academic engagement, and the mediating role of academic self-efficacy in this relationship. The results revealed a significant positive correlation between emotional regulation skills and academic engagement. Furthermore, academic self-efficacy mediated this relationship. Our research contributes to a better understanding of the interplay of emotional regulation skills, academic engagement, and academic self-efficacy among undergraduate art education students in the context of higher education in China. The findings offer practical insights for educators to enhance academic engagement among students in art education programs and suggest future directions for research.
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Chen, Xiaowei, and Zainuddin Ibrahim. "A Comprehensive Study of Emotional Responses in AI-Enhanced Interactive Installation Art." Sustainability 15, no. 22 (November 10, 2023): 15830. http://dx.doi.org/10.3390/su152215830.
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This study presents a comprehensive literature review on the convergence of affective computing, interactive installation art, multi-dimensional sensory stimulation, and artificial intelligence (AI) in measuring emotional responses, demonstrating the potential of artificial intelligence in emotion recognition as a tool for sustainable development. It addresses the problem of understanding emotional response and measurement in the context of interactive installation art under artificial intelligence (AI), emphasizing sustainability as a key factor. The study aims to fill the existing research gaps by examining three key aspects: sensory stimulation, multi-dimensional interactions, and engagement, which have been identified as significant contributors to profound emotional responses in interactive installation art. The proposed approach involves conducting a process analysis of emotional responses to interactive installation art, aiming to develop a conceptual framework that explores the variables influencing emotional responses. This study formulates hypotheses that make specific predictions about the relationships between sensory stimulation, multi-dimensional interactions, engagement, and emotional responses. By employing the ASSURE model combined with experimental design, the research methodology ensures a systematic and comprehensive study implementation. The implications of this project lie in advancing the understanding of emotional experiences in interactive installation art under AI, providing insights into the underlying mechanisms that drive these experiences, and their influence on individual well-being from a sustainable perspective. The contributions of this research include bridging the identified research gaps, refining theoretical frameworks, and guiding the design of more impactful and emotionally resonant interactive artworks with sustainability in mind. This research seeks not only to fill the existing gaps in understanding emotional experiences in interactive installation art, but also to guide the development of immersive and emotionally engaging installations, ultimately advancing the broader field of human–computer interaction, promoting individual well-being, and contribute to sustainable development.
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Ozbay, Yagmur, Suzanne Oosterwijk, and Eftychia Stamkou. "Beyond beauty: Does visual art facilitate social cognitive skills?" PLOS ONE 19, no. 10 (October 4, 2024): e0308392. http://dx.doi.org/10.1371/journal.pone.0308392.
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Engaging with art can move individuals through a myriad of emotions, provoke reflective thoughts, and lead to new ideas. Could art also influence interpersonal outcomes pertaining to the ways we interact with others and navigate the social world, that is, our suite of social cognitive skills? Here, we focus on visual art to explore the effect of art engagement on personal aesthetic experience and social cognitive skills. Across two studies, using veridical paintings and matched non-art photos, we examined the effect of art engagement on emotional (e.g., awe, being moved) and eudaimonic experiences (e.g., reflective thoughts), as well as social cognitive skills pertaining to Theory of Mind (ToM) and recognition of other’s emotions. Further, we varied the depth with which participants engaged with the experiences of the characters in the artworks, to assess whether deep social information processing could boost the effect of art engagement on social cognitive skills. Our findings showed that art engagement altered personal aesthetic experience through changes in emotional and eudaimonic outcomes. However, we did not find any support for the effect of art engagement on social cognitive skills: Neither engaging with art, nor art in combination with deep social information processing, influenced performance on social cognitive skills of ToM and emotion recognition. The effect of art engagement on personal aesthetic experience and the absence of effect on social cognitive skills highlight the nuanced nature of individuals’ interactions with art. We discuss these results considering the varied ways of engagement with different artforms and in relation to different operationalizations of social cognitive skills.
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Gouveia, Luís, and Catarina Delaunay. "‘Focusing and Unfocusing’—Cognitive, Evaluative, and Emotional Dynamics in the Relationship with Human Embryos among ART Beneficiaries." Societies 12, no. 1 (January 5, 2022): 7. http://dx.doi.org/10.3390/soc12010007.
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This article uses data gathered from a study conducted in Portugal to examine the (plural and composite) conceptions that doctors, embryologists, and beneficiaries of Assisted Reproductive Technology (ART) have of the in vitro human embryo. Taking the sociology of engagements, developed by Thévenot, as its theoretical lens, the article draws on a total of 69 interviews with ART patients to analyse the plurality of fluid meanings produced about this biological entity, whose status is neither static nor universal. ART beneficiaries are likely to produce plural conceptions of the lab-generated embryo within the framework of different regimes of engagement, understood as cognitive and evaluative formats. These various pragmatic regimes, in turn, entail distinct emotional investments. When speaking about their relationship with embryos, beneficiaries therefore express plural emotional experiences, which are articulated using terms such as affection, love, detachment, loss, frustration, hope, mourning, and anguish. Using the theoretical framework of the sociology of engagements, we propose an approach that enables us to produce a detailed record of the connections between the cognitive, evaluative, and emotional dimensions in beneficiaries’ relationship with—and decision-making processes about—the embryos, accounting for the plasticity of emotional states linked to the (re)configuration of attributed meanings.
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Kumar, Hari, and Satish Raghavendran. "Gamification, the finer art: fostering creativity and employee engagement." Journal of Business Strategy 36, no. 6 (November 16, 2015): 3–12. http://dx.doi.org/10.1108/jbs-10-2014-0119.
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Purpose – Fostering employee engagement in large organizations is a formidable problem that gets even more challenging in a sluggish economy, when the standard lever of monetary incentives are not a viable option for boosting employee engagement and motivation. As the organization gets larger, building emotional connectedness or bonding becomes challenging as teams expand to operate in different time zones. The overwhelming pace of work in the modern workplace can also hamper bonding. Yet emotional connectedness, when present, serves as a catalyst in driving superior performance and employee loyalty. The culture of many large organizations discourages innovation and out-of-the-box thinking because their institutional structures encourage risk aversion. Even though large organizations are best positioned to absorb the ups and downs of intelligent risk-taking, their talent processes enforce conformity, legitimize mediocrity and penalize failed attempts at innovative thinking. Performance appraisals tend to promote employees who take the path of least resistance. Managers, of course, help perpetuate this risk-averse cycle of mediocrity. Either they have been conditioned to think only in a linear fashion or organizational systems perpetuate managerial insecurity at all levels. This insecurity manifests in several ways: managers may take credit for the work performed by a subordinate; shoot down ideas a subordinate may have; or deflect opportunities that a subordinate may get. Survival in such an environment is based on being average and staying within the system. As a result, the spirit of entrepreneurship is lost. The authors designed a creative and playful contest called “Maverick” to tackle employee engagement in large organizations. The contest deeper goals include: shifting culture and behavior, talent discovery, brand building and meaningful engagement. The impact of the program on a broader organizational culture parameters were assessed through a survey. The survey results validate the impact of the program. Design/methodology/approach – The paper develops a conceptual approach that underlies the design of the Maverick program. Surveys were deployed to determine the perceived impact of the program on the broader culture. Findings – The secret ingredient in employee engagement is gaining the “emotional share of wallet” of employees to drive meaningful, enduring organizational change. Emotional wallet share is the sweet spot that lies at the intersection of employees’ skill sets, their aspirations and the value they generate for the organization. Proactively identifying the sweet spot empowers an organization to capture employees’ emotional wallet share to identify enablers and catalysts that can unlock motivation and performance. The survey results indicate that the Maverick contest was perceived to have a positive impact on all the identified attributes. This is a testament to the program’s success as a pivotal driver of a positive organizational culture. Further, it validates that the Maverick contest identifies several levers that leaders can use to positively influence organizational culture. Research limitations/implications – The organizations can adapt the proposed conceptual framework in designing meaningful programs to tackle employee engagement and motivation. Practical implications – The paper provides a meaningful framework to tackle employee engagement in large organizations. The Maverick approach is of interest to leaders of large organizations that are struggling to increase employee engagement with limited resources and that wish to foster creativity to drive innovation. The program offers a compelling way for talented professionals to meaningfully contribute to their organization that is agnostic to their position in the hierarchy. It gives employees the freedom to strive without being paralyzed by fear of failure; the chance to build their personal brand and pride; and a safe environment in which they can question received wisdom and attempt an unconventional approach to problem-solving. It creates a playful environment to bust stress, foster innovation and encourage an entrepreneurial mindset. Originality/value – This paper offers a superior alternative to the standard gamification solutions that are routinely applied to business situations. Gamification mechanics work effectively in roles that are transactional, instead of roles that demand autonomy, mastery and a sense of purpose. Maverick program is designed while being mindful of the intrinsic motivation of the professionals.
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Sutanto, Shienny Megawati, Marina Wardaya, Hutomo Setia Budi, and Adnyana I Wayan. "Effectiveness of VR Technology in the Design of the Bali Megarupa V Virtual Exhibition." Mudra Jurnal Seni Budaya 39, no. 4 (October 2, 2024): 471–80. http://dx.doi.org/10.31091/mudra.v39i4.2904.
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Virtual exhibitions offer a promising avenue for art appreciation in the digital age. However, limited research explores how these online spaces can foster emotional connections with art, a crucial aspect of the art experience. This study investigates the potential of immersive virtual reality (VR) to enhance engagement and emotional impact in virtual art exhibitions. Employing a multi-method approach combining literature review, user testing, and prototype development, the research identifies and evaluates design elements contributing to increased user engagement. This research employed a multi-method approach to understand how users engage with virtual art exhibitions. The study identified and evaluated the impact of specific design elements on user engagement by combining a literature review, user testing with a VR prototype, and subsequent analysis. The study focuses on critical elements like interactivity, personalization, storytelling, and multi-sensory experiences. User testing with 55 participants revealed the effectiveness of immersive design in fostering exploration, contemplation, and a sense of presence in the virtual space. This immersive design is the strategic integration of elements like interactivity, personalization, and storytelling within the VR environment. The research underscores the significance of immersive design, defined as the strategic integration of design elements to cultivate an emotional connection within a VR environment. This encompasses aspects like interactivity, personalization, and the incorporation of storytelling within the experience. Finally, the study offers practical recommendations for curators and designers to create virtual art experiences that resonate more deeply with audiences.
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Alkabbany, Islam, Asem M. Ali, Chris Foreman, Thomas Tretter, Nicholas Hindy, and Aly Farag. "An Experimental Platform for Real-Time Students Engagement Measurements from Video in STEM Classrooms." Sensors 23, no. 3 (February 2, 2023): 1614. http://dx.doi.org/10.3390/s23031614.
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The ability to measure students’ engagement in an educational setting may facilitate timely intervention in both the learning and the teaching process in a variety of classroom settings. In this paper, a real-time automatic student engagement measure is proposed through investigating two of the main components of engagement: the behavioral engagement and the emotional engagement. A biometric sensor network (BSN) consisting of web cameras, a wall-mounted camera and a high-performance computing machine was designed to capture students’ head poses, eye gaze, body movements, and facial emotions. These low-level features are used to train an AI-based model to estimate the behavioral and emotional engagement in the class environment. A set of experiments was conducted to compare the proposed technology with the state-of-the-art frameworks. The proposed framework shows better accuracy in estimating both behavioral and emotional engagement. In addition, it offers superior flexibility to work in any educational environment. Further, this approach allows a quantitative comparison of teaching methods.
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Fayn, Kirill, Paul J. Silvia, Carolyn MacCann, and Niko Tiliopoulos. "Interested in Different Things or in Different Ways?" Journal of Individual Differences 38, no. 4 (November 2017): 265–73. http://dx.doi.org/10.1027/1614-0001/a000243.
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Abstract. Openness and intellect may differentially predict engagement for two possible reasons. First, engagement with sensory experiences is associated with openness, whereas engagement with abstract information is associated with intellect – a distinction based on content. Second, openness reflects affective, and intellect cognitive processing – a distinction based on affect. These two positions are contrasted through associations of both openness and intellect with interest in a broad range of stimuli. Participants (N = 191) viewed images of visual art, philosophical quotations, and scientific discoveries and rated them on interest, appraised novelty and understanding. Only openness predicted greater interest in all stimuli types. Appraised understanding mediated the openness-interest relationship for visual art and philosophy, while intellect was associated with greater appraised understanding of science and philosophy. Openness was associated with weaker understanding-interest relationships for visual art, and greater reactivity to novelty for science and philosophy. We conclude that one way to think of the engagement distinction between openness and intellect is in terms of emotional versus cognitive engagement. That is, the aspects reflect engagement in different ways rather than in different things.
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Li, Honghao. "Identifying the Science and Art of Interactive Experiences." Advances in Economics, Management and Political Sciences 58, no. 1 (November 20, 2023): 96–101. http://dx.doi.org/10.54254/2754-1169/58/20230831.
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In game design, player engagement and game attractiveness are important components that influence player interaction and interest. This study examines player interaction with different game design aspects, including different races, difficulty levels, novice tutorials, and character design. A mixed-methods research approach was employed, combining qualitative and quantitative methods. A literature review was conducted to gather existing knowledge and insights. Expert interviews, surveys, and user testing sessions were also shown to collect data. The research findings indicate that allowing players to customize characters of different races enhances player immersion and immersiveness. In addition, multiple difficulty levels tailored to player preferences increase player satisfaction and motivation towards the game. And engaging character design, including unique traits and visually appealing aesthetics, can enhances player enjoyment and emotional connection. The research also emphasized the importance of player-centric design in game development. Developers can create immersive experiences that foster player engagement and enjoyment by incorporating these design elements such as player preferences, motivations, and engagement factors into games.
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Samuel J, Kakungulu. "Art-Based Approaches to Health Promotion Policy Development." Research Output Journal of Public Health and Medicine 4, no. 1 (November 3, 2024): 59–62. http://dx.doi.org/10.59298/rojphm/2024/415962.
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This paper examines the intersection of art and health promotion policy development, highlighting the role of arts-based approaches in shaping health interventions. By examining various case studies and methodologies, the paper discusses how arts, particularly visual and performing arts, have been utilized to communicate health messages, foster community engagement, and influence public health policy. The power of art to transcend cultural and social boundaries, provoke emotional responses, and offer new ways of thinking is emphasized. The paper concludes that while arts-based approaches show promise in health policy development, further research and sustained support are needed to enhance their long-term effectiveness and scalability. Keywords: Art-based health promotion, Health policy development, Community engagement, Visual and performing arts, Public health interventions.
Dissertations / Theses on the topic "Emotional engagement in art"
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Zobal, Cheryl. "Employee Engagement: The Impact of Spiritual, Mental, Emotional and Physical Elements on the Relationship Between Employee Engagement and Behavioral Outcomes." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799489/.
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Data were collected by an external company for a healthcare service firm interested in learning the job-related attitudes of their employees. Thus, archival data from 1,287 employees were collected for a different purpose. The survey consisted of 117 questions covering a broad range of constructs. Consequently, the items were used to derive effective measures of employee engagement and behavioral outcomes, as well as the emotional, mental, spiritual and physical dimensions. Exploratory and confirmatory factor analysis procedures were used to create scales reflecting these four factors. Interestingly, six scales emerged, logically linking to and further specifying the initial dimensions. These were Organizational Linkage, Manager Relationship, Job Fit, Job Clarity, Work Pressure, and Meaningful Work. To test the hypotheses, six separate regression equations were calculated, which statistically supported modification by each of the dimensions. However, statistical significance of the interactions resulted from having a large sample, given the actual association was too small to be meaningful (e.g., a contribution of 0.6% of the variance). As each of the dimensions had a main effect on the behavioral measure during hypothesis testing, exploratory regression equations were calculated to further understand the interrelationships. Of most interest was finding that in the presence of Engagement, the main effects of only Organizational Linkage and Job Fit reached significance. However, when Engagement was not included, four of the six dimensions made a significant contribution to Behavioral Outcomes. Overall, there was support for previous conceptualizations. From the scientist-practitioner perspective, the six factors identified in this study may be more useful than the four initially proposed. The distinctions give practitioners additional information to use in interventions to improve employee behavior and retention.
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Tsai, Yi-Shan. "Young British readers' engagement with manga." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/252712.
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This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.
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Villalobos, Hitos Yéssica Montsserrat. "Shedding Light on Droughts: Light in Art Installations as an Awareness Tool." Thesis, KTH, Ljusdesign, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280084.
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The master thesis studies the value of light art installations as a tool to raise awareness, communicate messages,inspire people and create social engagement to take action and deal with important issues. Additionally, it researchesthe lighting characteristics that have to be considered in order to create a high emotional response. Three case studieson light art installations tackling environmental issues were selected to understand the tools that makes themsuccessful. The final result of the thesis is the design proposal for a site specific light art installation to raise awarenesson droughts and its effects - following the CLUE competition 2019 guidelines - and create social engagement to fightthis major crisis. Specifically, the installation uses daylight in combination with shadows and reflections, in order toachieve the purpose of the installation. In the interest of creating a strong emotional response from the visitors,brightness, color, dynamics, contrast and direction of the perceived light were used to change the visitor’s perception ofthe space. The thesis concludes with the discussion of the evaluation of the installation to prove how effective thedesign is to achieve its purpose on raising awareness on droughts and the presence of the 7 light characteristics inorder to create an emotional response from the visitors.
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Manwaring, Kristine C. "Emotional and Cognitive Engagement in Higher Education Classrooms." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6636.
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This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature review that investigates the extant empirical research on the relationship between emotional and cognitive engagement, and between emotional engagement and academic outcomes in post-secondary classrooms. I find that this topic has been scantily researched in the past 16 years and conclude that the relationship between emotional and cognitive engagement is cyclical, rather than linear, and is influenced by student control appraisals, value appraisals, achievement goals, and the classroom environment. The second article investigates the longitudinal relationship between emotional and cognitive engagement in university blended learning courses across 2 institutions, with 68 students. Using intensive longitudinal data collection and structural equation modeling, I find that course design and student perception variables have a greater influence on engagement than individual student characteristics and that student multitasking has a strong negative influence on engagement. Students' perceptions of the importance of the activity has a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement is the students' perceptions that they were learning and improving. While emotional and cognitive engagement are highly correlated, the results do not indicate that emotional engagement leads to higher levels of cognitive engagement.
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Waldron, Kimberly D. "The Influence of Leadership Emotional Intelligence on Employee Engagement." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608743.
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This study examined the possible relationship between leader emotional intelligence (EI) and employee engagement within a small digital media company. The study identified the level of employee engagement within the organization and the level of emotional intelligence of its leaders using Q12 engagement and Schutte self-report emotional intelligence (SSEIT) surveys respectively. These two constructs were then related to each other using the survey data as well as a focus group of company employees. The findings revealed that while there is no direct correlation within the data obtained form the surveys, employees do understand the effect of leader emotional intelligence in the workplace and do think that it is important for their leaders to have high emotional intelligence. Findings suggested the organization should focus on the development of their leaders. Communication and recognition of employees from leadership were indicated as areas to further improve engagement. Further leadership development could help with these areas and positively impact. Future research could obtain more data using a larger sample group and different surveys to further determine the influence of leaders emotional intelligence on employee engagement.
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Mitchell, Michele Louise. "Emotional Labor and Employee Engagement Within a Pediatric Hospital." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1364.
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High levels of emotional work, staffing shortages, high turnover rates, low workforce engagement levels, and complex healthcare reforms are common problems in healthcare settings. Healthcare leaders are increasingly aware of the vital impact an engaged workforce can have on patient outcomes and an organization's ability to survive despite current challenges in the healthcare setting. It is important for leaders to understand what factors may influence the ability to engage with their organization, such as emotional labor. The purpose of this correlational quantitative study was to test whether emotional labor is related to employee engagement within a large Midwestern pediatric hospital. The theoretical frameworks that helped guide the development of this study were Herzberg's motivation-hygiene theory, Kahn's engagement theory, intergroup emotions theory, and Diefendorff and Richard's model of emotional display rules. Three measures (a demographic questionnaire, the revised Emotional Labour Survey, and the Job Engagement Scale) were used to address the relationship between the variables (the subscales of emotional labor and employee engagement). Data analysis involved simple bivariate correlations and curvilinear regressions. Results indicated that the subscales of faking emotions and hiding feelings negatively correlated with employee engagement. Five of the 6 subscales also had a significant curvilinear relationship with employee engagement. Gender did not play a moderating role in this study. Social change implications and recommendations include the potential for improvements in the need to identify and develop training and self-care strategies necessary for staff to endure the emotional fallout associated with the high emotional demands of their job.
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Freeman, D. T. "On the emotional experience of art." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599211.
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This thesis seeks to explain the nature and significance of the emotional experience we might have when we engage with works of art. Chapter I considers the nature of emotion and what is required of a theory of emotion in order to say something significant about our emotional experience of art. In particular, it considers the sense in which we are both active and passive in relation to our emotional life. Chapter II introduces the idea that it is possible to perceive emotion in the world. It then distinguishes two kinds of perceptual properties and considers the different circumstances in which each can be perceived. Chapter III provides a detailed analysis of three kinds of experience. First, the perceiver might be infected by the very emotion that he perceives, and experience the perceived emotion by feeling it. Secondly, the perceiver’s experience might also involve feeling some other emotion in response to the emotion he perceives, in an experience of communication. Thirdly, rather than having any emotion aroused when he perceives an emotion, the perception might be the occasion for the perceiver comprehending his own – otherwise incomprehensible – emotion in articulation. Chapter IV turns attention to the kind of emotional experience that works of art offer. In art alone we are able to perceive both kinds of emotional properties. So art can offer a particularly dense experience; one that combines infection, communication, and articulation of emotion. In such an experience, the perceived emotion engages with the plenitude of the perceiver’s emotional activity and passivity as identified in Chapter I. Chapter V discusses the value of the plenary experience of emotion that art offers. It argues that we have a need for the emotional engagement offered by the plenary experience, and that art is valuable to us on account of meeting that need.
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Di, Mauro Salvatore Mario. "Public Art: A Catalyst for Community Engagement." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367985.
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This exegesis revolves around my research question: Is community participation an appropriate approach to creating public art in regional Queensland? It is informed by my experience of directing public art in regional Queensland over the last two decades. My investigation, which employs a reflective methodology, will attempt to address and answer why and how the process of community consultation and participation is essential to the relevance and longevity of public art projects. In doing so, I will engage with a number of case studies to position, problematise, and resolve issues and concerns that surround certain public art projects developed for and located in regional Queensland communities.
My research also explores and extols a culture of place, and methodology that is informed by the oral history practices of interview and documentation. I consider the differences between ephemeral and permanent works, and acknowledge the significance of rituals, anniversary performance, and events. On completion of my analysis, I will formulate an effective reference chart and propose a redirective process that can be used by artists and community alike to further engage with locals in relation to negotiating public art and community. This will be done with the belief that communities, through their experience of place, can offer knowledge and inspire the artist. The artist in this way can work more positively to produce a public statement reflecting and informing the culture of place, past, present and future.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Clifton, Erin G. "Optimizing Emotional Engagement in Imaginal Exposure for Posttraumatic Stress Disorder." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1462547657.
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Bhansali, Aesha. "Measuring, exploring and enhancing undergraduate students’ emotional engagement with physics." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28465.
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Students’ emotional engagement, which is important for their continued interest in the subject, is under researched. My thesis rests on two pillars; measuring emotions and creating research-based ‘colorful historical stories’ in order to encourage emotional engagement.
I have adapted the Achievement Emotions Questionnaire (AEQ) to measure the emotions of students undertaking first year physics studies. The measured emotions are pride, enjoyment, anger, anxiety, hopelessness, and boredom. I adapted the AEQ to measure emotions in the laboratories (AEQ-PhysicsPrac) and whole courses (AEQ-Physics). I used SPSS software, conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).
‘Colorful historical stories’ were crafted for both the laboratory and the lecture components of the course, with different styles being used. Stories were ‘presented’ without intruding into the content being taught. I demonstrated that the use of the stories influences students’ emotional engagement.
During the study, the effect of the different teaching modes, face-to-face, blended and entirely online delivery modes were investigated. I found that students engaged more positively in face-to-face mode of teaching than in blended and online mode during the pandemic. During the pandemic students’ positive emotions about the course were reduced.
The study shows the utility of the adapted AEQ in physics, where it can be used to differentiate emotion profiles for different factors including introductory story context, different courses and mode of studies. It also shows that colorful stories, containing historical anecdotes, engage students emotionally while stimulating their interest and so can be inserted in students’ learning materials to influence their emotional engagement.
Books on the topic "Emotional engagement in art"
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Berleant, Arnold. Art and engagement. Philadelphia: Temple University Press, 1991.
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Berleant, Arnold. Art and engagement. Philadelphia: Temple University Press, 1991.
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Haudan, Jim. The Art of Engagement. New York: McGraw-Hill, 2008.
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Capacchione, Lucia. The art of emotional healing. Boston, Mass: Shambhala, 2006.
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Bastos, Flávia, and Doug Blandy. Promoting Civic Engagement Through Art Education. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003402015.
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(Firm), Art Bull, ed. R.A.P.E.: Rare acts of political engagement. New Delhi: Art Bull, 2013.
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Josephine, Lanyon, RHA Gallagher Gallery (Dublin, Ireland), National Trust (Great Britain), and Arnolfini Gallery, eds. Daphne Wright: Emotional archaeology. Bristol, UK: Arnolfini, 2016.
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Germany), Felix-Nussbaum-Haus (Osnabrück, ed. The Jewish engagement with photography. Oldenburg: BIS-Verlag der Carl von Ossietzky Universität, 2017.
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John, Ireland. Sartre, un art déloyal: Théâtralité et engagement. Paris: J.-M. PLace, 1994.
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Richard, Kamler, ed. Seeking engagement: The art of Richard Kamler. Champaign, Illinois: Common Ground Publishing, 2015.
Find full textBook chapters on the topic "Emotional engagement in art"
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Dixon, Catherine Emma, Laurie S. Goldman, Stephan Crawford, and Phoebe Camille Lease. "Music as a Vehicle for Climate Change Communication: The ClimateMusic Project." In Storytelling to Accelerate Climate Solutions, 265–93. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-54790-4_12.
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AbstractClimate change is often communicated in a scientific manner that fails to capture lay audiences emotionally, resulting in a lack of motivation to take action. Studies show that narrative is an effective strategy for engaging the emotional response to scientific information that is necessary to encourage community participation and action. Music can reliably express, modulate, and induce emotional states, and, as a temporal art form, may be a particularly effective vehicle for conveying narrative. This chapter reviews the evidence for music-based approaches to emotional engagement, information delivery, psychological well-being and social cohesion, and their application in climate change communication. The authors discuss the methodologies used in The ClimateMusic Projects compositions and performances, as well as their outreach projects and partnerships. Lastly, the authors examine future opportunities in climate communication, including potential funding sources.
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Sørensen, Ninna Nyberg. "Emotional Introspection: The Politics and Challenges of Contemporary Migration Research." In Research Methodologies and Ethical Challenges in Digital Migration Studies, 195–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81226-3_8.
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AbstractField-based research increasingly involves working in complex, sometimes insecure, and often emotionally challenging situations. While most researchers are trained in issues pertaining to security, ethics, and responsibility, less preparation goes into the emotional aspects of conducting fieldwork and, upon return, dealing with the retrospective processing of often hard real-life experiences in our analysis and writing. Based on long-term observation and more recent systematic interviews with colleagues who all have worked in emotionally challenging situations, this chapter discusses the particularities of doing migration research in times of stricter migration policy and practice. Special emphasis is put on the institutional cultures and structures surrounding our research, the implications of emotions in the field, and the unequal relationship between the people being studied and the local co-researchers with a view to what can be done prior to, during and after going to the field to maintain both security and emotional engagement, to “do no harm”, and to avoid occupational hazards of burnout, compassion fatigue or secondary traumatic stress among those involved.
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Han, Jinghe. "Chinese EMI Lecturers’ Engagement Strategies." In SpringerBriefs in Education, 51–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_4.
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AbstractIn Chap. 3, the pedagogical positions and instructional practices of the EMI lecturers were analyzed. This Chapter continues the examination of actual teaching practice in EMI classes by focusing on the Chinese EMI lecturers’ specific engagement strategies. Examining engagement allows this research to respond to two concerns raised in current literature: (i) that expository pedagogy and its aligned instruction will generate less classroom engagement compared to constructivist teaching; and (ii) there is less engagement and interaction in a class when teaching is conducted in EMI. The aim of this Chapter is not to measure the effectiveness of learning in relation to engagement, but rather to capture the characteristics of the engagement strategies implemented by the participants. Data reveal a general pattern in the EMI lecturers’ implementation of engagement strategies: cognitive engagement was the dominant, most frequently used engagement strategy, and conversely, emotional, managerial and behavioral engagement was observed with very limited frequency. The arguments being proposed are that the characteristics of these Chinese EMI lecturers’ engagement strategies are shaped by their pedagogical, educational and cultural ideologies; and that English as the medium plays a secondary role in patterns of engagement observed in this research.
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Roorda, Debora, Mengdi Chen, and Marjolein Zee. "Affective Student–Teacher Relationships and Students’ Engagement: A Cross–Cultural Comparison of China and The Netherlands." In Effective Teaching Around the World, 423–37. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_19.
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AbstractAmple evidence has been found for the association between affective, dyadic student–teacher relationships and students’ engagement with schoolwork in Western, individualistic countries. There are far fewer studies, however, examining this association in Eastern, collectivistic countries. As maintaining harmony in interpersonal relationships plays a crucial role in collectivistic countries, student–teacher relationships may even be more important in collectivistic countries than in individualistic countries. In the present study, we therefore investigated cross–cultural differences in the strength of associations between student–teacher relationship quality and students’ engagement based on data from the Netherlands (a Western country) and China (an Eastern country). The Dutch sample included 789 students (51.1% girls) and the Chinese sample included 588 students (52.9% girls) from grades 3 to 6 of elementary school. Students reported about the quality of their relationship with their teacher (closeness, conflict) and their behavioral and emotional engagement with schoolwork. Hierarchical linear modeling showed that the positive association between closeness and both behavioral and emotional engagement was stronger for the Chinese sample than for the Dutch sample. In contrast, the negative association between conflict and both behavioral and emotional engagement did not differ across countries. To conclude, closeness may be more relevant for Chinese students’ engagement than would be expected based on Western studies, whereas conflict seems to be equally harmful in both cultures. Therefore, developing relationship-focused interventions for Chinese teachers and students seems important, either by adapting Western programs or by developing new programs especially designed for Chinese schools.
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Bond, Melissa, and Nina Bergdahl. "Student Engagement in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_79-1.
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AbstractEngaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.
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Bond, Melissa, and Nina Bergdahl. "Student Engagement in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 1309–24. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_79.
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AbstractEngaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.
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Cockcroft, Robert, and Susan M. Cockcroft. "Emotional Engagement." In Persuading People, 40–57. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22254-4_3.
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Jindal, Ansh, Priya Jindal, and Lochan Chavan. "Customer Engagement Through Emotional Branding." In Promoting Consumer Engagement Through Emotional Branding and Sensory Marketing, 201–10. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5897-6.ch016.
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Emotional branding is a marketing strategy that involves appealing to clients' emotions to increase brand loyalty. Consumer behavior has shifted away from a more analytical approach based on product features satisfaction and towards forming an emotional tie with the brand. Consumers are more interested in the brand that depicts their image and understands how the brand makes them feel, resulting in a link, rather than the commodity or goods that meet their needs. Emotions, according to Darwin, are adaptive and help in communication. It's a mental state that develops when a person is exposed to a specific event, thought, or activity, and it's often confused with feelings. Today, emotions are used to influence a customer's reaction to a product. Engagements, such as posting links, clicking through, and buying stuff from the brand, are driven by the emotional attachment that occurs between a customer and a brand. This chapter aims to better understand how emotions play a part in building strong brand ties between customers and brands.
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Torres, Ileana, Aubrey Statti, and Kelly M. Torres. "Emotion and Online Learning." In Online Distance Learning Course Design and Multimedia in E-Learning, 81–113. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9706-4.ch004.
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Emotion plays a critical role in learning, including the online learning experience. However, without the proper tools for engagement, online learning can be an isolating experience. The importance of emotion in teaching and learning is as essential to consider as the curriculum itself. Instructors should consider strategies for promoting emotional presence and engagement in online learning environments and the ways in which emotions influence student's motivation, decision making, and ultimately, the learning process. The chapter provides an overview of the importance of considering the connection between emotion and online learning as well as some of the research that addresses the ways in which to create emotionally sound online courses where the emotional needs of online learners are met.
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Potrac, Paul A., Brian T. Gearity, Adam J. Nichol, and Edward T. Hall. "Sport, Emotion, and Engagement." In The Oxford Handbook of Sport and Society, 507—C27.P209. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197519011.013.27.
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Abstract Emotions are an essential feature of social life. They are the glue that can bind people together or, instead, drive them apart. In recent years, sociologists have increasingly considered (1) how emotions such as guilt, joy, anger, and pride are enacted, embodied, and produced in, as well as through, relations with others, and (2) the consequences of emotional experience for individual and group life. Unfortunately, there has been a paucity of corresponding inquiry within the sociology of sport. This chapter considers some of the ways in which the subdiscipline might productively engage with emotions in the sporting milieu. In order to achieve this goal, the chapter is divided into three sections. The first section addresses foundational issues regarding the sociological study of emotion. The second section provides an overview of several theoretical approaches that have been used to advance our understanding of emotion. The final section considers some of the ways in which this theorizing could be utilized to frame and enrich research in the sociology of sport subdiscipline.
Conference papers on the topic "Emotional engagement in art"
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Bannò, Mariasole, and Giorgia Maria D'Allura. "Art-based methods: Theatre Teaches and Business Theatre." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9249.
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The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.
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Wang, Chu-Yi, Mary Bessell, and Stephen Lu. "Assessment of Three-Dimensional Engagement Levels in a Global Peer Learning Environment." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24020.
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Abstract The global learning classroom is an emerging educational trend. The iPodia alliance promotes its peer-learning pedagogy by offering engineering classes with universities around the world. Students’ engagement as one of the important metrics to assess the effectiveness of education design methodology has been under considerable interest for several years. Tri-engagement, comprised of behavioral, cognitive, and emotional engagement provides a comprehensive assessment of learning success. This paper illustrates how a tri-engagement assessment was implemented in a global learning environment and examines the effectiveness of the peer-learning pedagogy in such highly diverse environment. This paper proposes a quantitative method using a modified Likert scale to assess students’ tri-engagement levels comprised of student and teaching assistant surveys, video observations, and analysis of facial emotion recognition, through preparation, data collection, and analysis stages. Comparisons of tri-engagements between the instructor-student activities and the peer-peer discussions, different continent regions, and on-site/remote learning are offered. Results show that the overall iPodia peer-learning activities experienced all positive tri-engagement levels and were not significantly affected by the region diversity (< 6% difference) or the remote learning (< 3% difference) of the iPodia learning classroom. That preliminarily proved that the iPodia peer-learning pedagogy maintains positive tri-engagements in a global engineering class. Additional findings were that the self-raters and observers experienced students’ cognitive engagement differently, and cultural difference would mainly affect students’ behavioral engagement, but unfamiliarity of the content may increase their emotional engagement.
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Ho, Amic. "Designing for Emotion: An Action Research Approach to Enhancing Student Engagement in Communication Design." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004969.
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Emotions are needed for human contact, which includes such essentials as conversation, getting folk into channels, communication design and education. Students often encounter problems from assignments requiring outstanding creativity and problem-solving skills. For many people, it can still prove challenging to have their emotional needs met; however, if they lack motivation and engagement, higher learning becomes less pleasant. Feelings which may lead to a loss of productivity in studies? Negative, such as anxiety, boredom, irritability and weariness. Educators concentrate more on conveying academic content without genuine concern for students' emotional state. This is a significant reason they need more motivation and engagement. Creating design that evoke emotions frameworks aim to do precisely this; ensuring that products and services have characteristics that raise their users' emotional levels. The result can be increased engagement. The thesis aims to explore these issues in intersectional study, given the fact that further reduced numbers of students are being enrolled in hitherto highly regarded majority-offering directorates.
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Ho, Amic, and Ruth Chau. "Exploring the Role of City Environment in Meeting Emotional Needs of Individuals." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004169.
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The influence of city environments on individuals' emotional states and overall welfare is considerable. This research aims to examine the correlation between city environments, dynamic requirements, and the experience of city ambience. Researchers can contribute to developing emotionally supportive and sustainable cities by investigating how city environments can meet or hinder individuals' emotional needs. The central focus of this study pathway revolves around comprehending the emotional needs within city contexts. The emotional needs that individuals strive to fulfil within city environments and examine the variations in these needs among different demographic categories and cultural contexts. city planners and designers can enhance their ability to address the diverse emotional experiences of city residents by acknowledging and understanding these emotional needs. An integral aspect of this field of study pertains to the impact of city design on individuals' emotional well-being. Researchers can analyze the impact of the physical characteristics of city environments, including their layout, architecture, and amenities, on individuals' emotional experiences. This entails examining design elements that foster positive emotions and those that may elicit negative emotions or emotional strain. The comprehension of the impact of city design on emotional well-being enables city planners to construct environments that foster positive feelings and mitigate negative emotional states. The influence of social connections on the perception of city environments is significant. The impact of social relationships and community engagement on individuals' emotional experiences within city environments is examined. Researchers can inform the establishment of inclusive and cohesive city communities by investigating factors contributing to a sense of belonging, connectivity, and social support. The examination of social networks and engagement holds the potential for facilitating the cultivation of positive city emotions and fostering enhanced well-being within individuals.Another crucial area of study pertains to the impact of natural elements on the city environment. The impact of integrating natural elements, such as green spaces, water features, and natural lighting, on enhancing individuals' mental well-being within city environments is investigated. Gaining insight into the influence of nature on emotional experiences can facilitate the integration of natural elements into city designs by city designers, thereby enhancing positive emotions, reducing stress levels, and fostering overall well-being. Furthermore, an analysis will be conducted to explore the impact of technology on the emotional state of city environments. This research domain explores the effects of digital technology and smart city solutions on individuals' emotional encounters within city environments. The objective is to ascertain the potential of technology in enhancing positive emotions, providing emotional support, and meeting emotional needs within city environments. This knowledge can potentially contribute to advancing technological interventions to improve city well-being and quality of life.This research domain proposes utilising a mixed-method methodology for collecting both quantitative and qualitative data pertaining to individuals' emotional encounters within city environments. This approach encompasses the use of surveys, interviews, observational studies, as well as innovative data collection instruments. The findings of this study can be utilised by city planners, architects, legislators, and city developers to create emotionally supportive, livable, and sustainable cities. This research result provides a scholarly contribution to the field of city design and development by examining the relationship between city environments, emotional requirements, and the overall emotional well-being of individuals residing in cities. The comprehension and resolution of individuals' emotional requirements within city environments can potentially foster cities that are more inclusive, vibrant, and emotionally fulfilling for all residents.
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Ho, Amic, and Ruth Chau. "Design Thinking in Higher Education: An Action Research Approach to Developing Creative Problem-Solving Skills in Young Designers." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004730.
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One of the most important roles of emotions is in communication or motivation, but they also affect the level of engagement. Design education assignments often require students to display exceptional creativity and problem-solving skills and also to mull over many questions. Negative moods like frustration, boredom, restlessness and sluggishness will not only affect people's learning ability but could also reduce productivity. With an educational emphasis on academic instruction, students are much less motivated to learn and make more frequent errors. Creating design that evoke emotions is a framework that addresses these needs through products or services that improve emotional experiences, increasing involvement. This research will use an action research approach, focusing on qualitative and quantitative data collection and analysis technologies, to examine the impact of emotional concerns on communication design. The results can provide guidance for educators, designers, and researchers in developing innovative educational strategies that are responsive to emotional needs. Emotions are an indispensable part of the development of pedagogical ideas.
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Ho, Amic. "The Role of Visual Aesthetics in Emotional Response." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004170.
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This study aims to examine the impact of visual aesthetics on emotional response in design and art as well as the potential for computer technology to optimise aesthetic design choices for optimum emotional impact. Through an examination of prior research and investigation into the potential for computer-generated designs to optimise emotional impact, the paper emphasises the repercussions of these findings beyond the design industry, including ethical concerns. The study demonstrates that by analysing vast amounts of data and identifying patterns in emotional responses, artificial intelligence systems can generate designs optimised for specific emotional outcomes. By leveraging computer technology’s capacity to optimise aesthetic ratings for emotional impact, designers and researchers may be able to create more engaging, memorable, and effective designs. However, one must consider ethical concerns, such as prejudice, impartiality, data privacy, and security. To ensure the responsible and beneficial use of computer technology in visual design, the study identifies five key areas for future research: context, cultural and contextual aspects, personalization, ethical frameworks and norms for computer-generated designs, and real-world outcomes (such as sales and customer engagement). This study aims to shed light on the significance of visual aesthetics in emotional response as well as the potential for computer technology to revolutionise design decision-making to optimise emotional impact.
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Gengo, Gisele de Cassia Sales, Fabiana Baroni Makdissi, Solange Moraes Sanches, and Silvana Soares Santos. "Emotional support for women with breast cancer: New approaches." In Brazilian Breast Cancer Symposium 2023. Mastology, 2023. http://dx.doi.org/10.29289/259453942023v33s1070.
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Objective: The objective of the Overcoming Project (OS) was to work alongside integrative medicine to increase the perception of personal well-being, quality of life, resilience, and happiness in women diagnosed with breast cancer (CM). Focused on emotional education, it is structured by support groups that promote positive psychology training and coaching sessions. Methodology: Based on prospective methodology focused on expanding emotional awareness for personal growth, it uses the following initial assessments and outcome measures as scales: Hope—Snyder, collaborators (2007) Satisfaction with Life (SWLS) — Diener, collaborators (1985) PANAS — Watson, D., Clark, and collaborators (2011) Achievements — Latham, Gary Flourishing — Diener, E.R. (2010). The work applies 30 concepts of positive psychology distributed in the acronym: O – Objectives, dreams, human being; V – Values, mission, engagement; E – Energy, positive Emotions; R – Roadmap, Planning; C – Comunication, relationships; O – Outlier Minds; M – Making decisions, solve problems; E – Emotional remeaning. The training lasts for 7 months, and 30 tools are worked on in 1h30 online classes, where women express thoughts, feelings, behaviors, and remeanings, creating bonds of friendship and joint development. The classes are followed by individual coaching sessions. The classes and written records of coaching sessions are recorded on a proprietary technological platform, which women have access to for 1 year. Results: Overall average results of the 55 women served: Increase: Hope: 9.45%; Life satisfaction: 8.23%; Achievements: 3.56%; Flourishing: 5.42%; Motivation: 5.45; Positive emotions: 8.3%. Decrease: Negative emotions: -14.3% Conclusion: The work has immense potential to contribute to the emotional health and quality of life of women with CM as emotional awareness causes significant transformations for patients in physical, emotional, social, relationship, and career levels, contributing to healthier and more adherent lifestyle habits to treatment needs, in addition to the ease of scale delivery.
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Siyu, Fu, Rui Xu, Danmeng Xu, and Yan Yue. "The application of interaction design to human emotion and pleasure based on interactive concepts." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004685.
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With the continuous progress and development of technology people's demand for interactive experience is increasing, the interactive concept has become an important trend in today's design field. It refers to an approach to designing and developing products, services or systems that emphasises the interaction between the user and the product, system or environment. It considers the user not only as a user of the product, but also as an active participant in the design process. It mainly includes interaction methods, feedback mechanisms, personalisation and other aspects to reflect the interactive concept. Emotional design is a design concept belonging to a deeper level of interaction design, which is the integration of design concepts with emotional aspects with interaction design to meet the emotional needs of users. Storylines, symbols and metaphors are used to trigger an emotional response from the user. Interaction design aims to improve user satisfaction and experience by designing interfaces that are easy to use, intuitive and enjoyable. It is not just about meeting the functional needs of the user, but also about its impact on human emotion and pleasure. And interaction design is the practice of defining and constructing interactive experiences is a new design approach based on the development of new media technology and user experience derived from the aspects of design, psychology, computer science and other disciplines, in order to create an experience that meets the needs of the user, the pursuit of fun and novelty.The aim of this paper is whether the specific application and methods of interaction design on human emotion and pleasure under the interactive concept enhances and improves the user's emotional experience. It is hoped that through this study, the use of interaction design on human emotion and pleasure under the concept of interaction can be enriched to enhance the value of user experience and product value. Moreover, on the basis of the interactive concept, the close integration of interactive design and human emotion will make the public more aware of the importance and necessity of interactive design for human emotion and pleasure.This paper explores the cases of human-computer interaction, interactive games, interactive advertisements, and interactive videos through specific case studies, functional analysis, and case studies, which can be combined with cases in different fields to analyse the importance of interactive design on human emotions. The purpose of this study is to investigate the impact of interactive design on human emotion and pleasure based on the concept of interactivity. Better interaction design can enhance users' emotional experience and pleasure, help users deal with negative emotions, increase users' satisfaction with products, enhance users' engagement and the value of products or services, and promote innovation of products or services. An in-depth study of the use of interactive design on human emotion and pleasure, and maintaining products through interactive concepts and emotional design is important for improving product functionality and enhancing user experience.
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Behoora, Ishan, and Conrad S. Tucker. "Quantifying Emotional States Based on Body Language Data Using Non Invasive Sensors." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34770.
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Determining participant engagement is an important issue across a large number of fields, ranging from entertainment to education. Traditionally, feedback from participants is taken after the activity has been completed. Alternately, continuous observation by trained humans is needed. Thus, there is a need for an automated real time solution. In this paper, the authors propose a data mining driven approach that models a participant’s engagement, based on body language data acquired in real time using non-invasive sensors. Skeletal position data, that approximates human body motions, is acquired from participants using off the shelf, non-invasive sensors. Thereafter, machine learning techniques are employed to detect body language patterns representing emotions such as delight, interest, boredom, frustration, and confusion. The methodology proposed in this paper enables researchers to predict the participants’ engagement levels in real time with high accuracy above 98%. A case study involving human participants enacting eight body language poses, is used to illustrate the effectiveness of the methodology. Finally, this methodology highlights the potential of a real time, automated engagement detection using non-invasive sensors which can ultimately have applications in a large variety of areas such as lectures, gaming and classroom learning.
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Kabir, Zian, and Kyeong Kang. "How User-Platform Interactions Influence Continuance Intention in Augmented Reality Mobile Platforms." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005640.
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When we interact with mobile platforms in an augmented reality environment, it changes our cognitive and emotional engagements through different stimuli cues that respond to our behavioral intentions. The effects of those engagements through augmented reality, considering user-platform interactions, are unexplored. This study investigated a nuanced understanding of how stimuli cues in augmented reality affect sense of immersion and sense of presence, followed by an interaction-engagement-intention (I-E-I) model. A quantitative method was used to validate the proposed model. Based on our online survey with 886 responses, we assessed the influences of product fit, network quality, and artificial intelligence-driven recommendation in perceiving cognitive engagements. This study examined the importance of engaging satisfaction and trust as emotional engagements, influencing users’ continuance intention. Our findings confirm that sources of information, especially online reviews, positively affect in perceiving subjective norms. Also, trust has a more significant influence on the continuance intention to use AR mobile platforms. Also, the results explored that the generation of users has a significant impact on continuance intention. This could enhance the capabilities of information system designers, researchers, marketing professionals, and solution providers to attain sustainable user retention.
Reports on the topic "Emotional engagement in art"
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.
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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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van der Kleij, Fabienne, Pauline Taylor-Guy, Tanya Vaughan, Marijne Medhurst, and Christina Rogers. School Improvement Tool Elaborations: Student engagement and wellbeing. Background report and literature review. Australian Council for Educational Research, December 2023. http://dx.doi.org/10.37517/978-1-74286-690-1.
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This literature review outlines the evidence that underpins the development of a set of evidence-informed elaborations, or specific practices, that support student engagement and wellbeing across the 9 domains of the National School Improvement Tool (NSIT). These observable, measurable practices to support student engagement and wellbeing have been developed from a review of relevant literature in the areas of socio-emotional learning (SEL), health and wellbeing, student engagement and a sense of belonging, and motivations for engagement. They also take account of commissioned research reports by the Queensland Department of Education and the Department's (2018) approach to student learning and wellbeing across the whole school: creating safe, supportive, and inclusive environments; building the capability of staff, students and the school community; and developing strong systems for early intervention. The Department of Education Queensland engaged the Australian Council for Educational Research (ACER) to elaborate the evidence underpinning the National School Improvement Tool (NSIT) as it relates to student wellbeing and engagement to produce a set of related practices or elaborations to support schools to improve their practice. The overarching research questions were: How do student engagement, wellbeing and learning outcomes relate? What is the evidence relating to whole-of-school approaches to student engagement and wellbeing? What are the evidence-based practices that lift student engagement and wellbeing, alongside academic gain, as aligned with each of the 9 National School Improvement Tool domains?
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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate, and Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, October 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.
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In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia. The evaluation covers the period from program launch in Term 1 2021, and finishes with data collected at the end of 2022. The evaluation uses a quasi-experimental design and draws on 1,864 surveys completed by school staff, and 3,319 surveys completed by students in years 3 to 6. Findings indicated high degrees of acceptability, engagement and satisfaction among schools, with particularly positive effects on the wellbeing outcomes of Mindful Champions. Greater student engagement and approval of the program correlated with clearer wellbeing improvements, such as those extending the content beyond the classroom. Most students reported benefits in at least one aspect of wellbeing skills development. However, further research is needed to fully understand the program's impact. The Smiling Mind Primary Classroom program is a promising tool for promoting a balanced educational environment, especially for younger students in regional, rural, or disadvantaged communities across Australia.
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Drouet Arias, Marcelo, Suzanne Duryea, Luana Marotta, Marcos Rangel, and Lucina Rodríguez Guillén. Discrimination in Grading: Evidence from Immigrants in Ecuador. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005096.
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This article investigates whether discrimination taking the form of biased assessment of students by teachers is prevalent within Ecuadorian schools serving immigrants. Robust evidence is drawn from unique data pertaining to high-school students and educators. After holding constant performance in blindly scored tests of proficiency, we find that teacher-assigned Mathematics and Language grades suffer from well cardinal and ordinal grading biases against children from immigrant households. We show that these results are robust with respect to the omission of socio-emotional traits that are valued by teachers. Heterogeneity analyses indicate key differences by the gender of the students and perceptions of teacher engagement.
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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.
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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.
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Chapin, Martin A. The Operational Art of Precision Engagement. Fort Belvoir, VA: Defense Technical Information Center, February 2004. http://dx.doi.org/10.21236/ada422794.
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Yang, Jinhua, Ting Liu, Yanying Cheng, Yiming Luo, and Patrick Cheong-Iao Pang. Emotional Expression in AI art: A Systematic Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2024. http://dx.doi.org/10.37766/inplasy2024.11.0025.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.
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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Niang, Aminata, Lansine Sountoura, Kaderi Bukari, Imogen Bellwood-Howard, and Peter Taylor. Collaborative Art-Making for Deliberation in Africa. Institute of Development Studies, August 2023. http://dx.doi.org/10.19088/ids.2023.036.
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Across West Africa and East Africa, policy actors and citizens have tended to discuss socio-environmental issues in ways that recognise emotional, subjective viewpoints, but can be antagonistic. Although deliberation literature suggests that collaborative arts-based activities can encourage consideration of affective dimensions, their major value in these emotive, hierarchical and antagonistic contexts is to promote more convivial working relationships.
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Rodríguez-Montemayor, Eduardo. Diaspora Direct Investment Policy: Options for Development. Inter-American Development Bank, September 2012. http://dx.doi.org/10.18235/0008424.
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In today's globalized world, goods and capital are flowing as never before. The movement of people across borders has also enlarged significantly. About 215 million people live away from their home country and many members of such Diasporas are prospering abroad and are eager to extend such success by investing in their homeland. In this paper we explore the impacts of Diaspora Direct Investment (DDI) on international development, i.e. we look at how direct investments from foreign companies connected to Diaspora members (i.e. diaspora-owned firms or firms with diaspora members in the top management) boost productive activities in the home country of such people. One of the main advantages of DDI is that it is more stable than other types of FDI, particularly during unfavorable economic conditions, because of the emotional connections of diaspora members to their country of origin. Moreover, such companies engaging in DDI are often seen as the ¿first movers¿ into a country due to potential advantages they have in terms of knowing the culture and having social networks in the home country. This may act as a catalyst for further investment from other companies by providing market and operational information about the homeland to potential investors. We focus particularly on the experience of Latin America and analyze policy options to design comprehensive diaspora strategies that maximize investments, institutional development and the flow of talent and ideas. Such strategies, which would ideally involve Diaspora members in their formulation, can give Diaspora entrepreneurs support in terms of networking, mentoring and training (e.g. business incubators). Nonetheless, a more mature stage of diaspora engagement would be achieved with the development of venture capital funds as well as other sources of financing (e.g. matching funds). The smart utilization of digital technologies for connecting Diasporas empowers all such policy options.