Dissertations / Theses on the topic 'Learning, motivation and emotion'
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Waninge, Freerkien. "Emotion and motivation in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47639/.
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This thesis investigates the interaction of emotion and motivation in language learning. By means of three independent research studies, I analyse the interaction of affective, motivational, and cognitive factors as they appear in relation to the context of a classroom. Rather than studying motivation, affect, or cognition in relative isolation in terms of their impact on language development, I argue that it is worthwhile to study the amalgams formed by these three forces by means of a dynamic systems–based research methodology. The research methodology employed for the first research study is primarily based on the concept of attractor states: salient and relatively stable states of a dynamic system. I demonstrate the existence of four main classroom states: interest, boredom, neutral attention, and anxiety. The factors forming the attractor basin for these states are cognitive, affective, motivational, and contextual in nature. This indicates that affect and motivation have an impact on language learners via the state they produce through their interaction with cognitive and contextual factors. In the second research study of this thesis, I analyse the self-regulation and perseverance of ten language learners from various backgrounds. I argue that a learner’s attractor basin produces a stronger and more positive attractor when there are strong motivational elements present, such as a well thought-out goal orientation. Although other factors may diminish in strength due, for example, to a new teacher with whom the learner does not get along, or a new topic that is no longer enjoyable, a well-defined and sufficiently internalised goal orientation can be the key to successful self-regulation and, ultimately, greater success in learning the target language. In the final research study, I demonstrate that the factors that contribute to the construction of the aforementioned state in the classroom are different for younger and older learners. For older learners, the motivational element plays a significantly more prominent part, while for younger learners the affective, cognitive, and contextual elements are more important. Furthermore, the older learners have the ability to analyse and deconstruct their classroom state, while this is not the case for younger learners. Instead, the experience of the classroom for younger learners is made up of an indistinguishable combination of affective, cognitive, and contextual elements, which combine into an overall feeling of “I like it” or “It is difficult”. Although this can result in the impression that a young learner’s state is determined entirely by affective elements, this is not, in fact, the case; rather, these states are most likely a combination of affective, cognitive, and contextual elements.
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Jones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.
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This study investigated the potentialities of student produced digital narratives in the context of a secondary history classroom. Using qualitative mixed methods, I employed think-aloud observations, interviews, nonparticipant observations and document collection with 14 high school freshmen as they completed digital history narratives, i.e., historical documentaries, as a requirement of their United States history course. The study found that components of digital history narrative creation evoked strong emotions in secondary high school students. Specifically, working with historical imagery and through a technological medium, study participants showed observable, activity-related achievement emotions; emotions that further resulted in increased motivation towards the successful completion of an original history product. The findings provide evidence that the use of technology and historical imagery possess potential to enhance the emotional quality of students' experience in the history classroom, and furthermore, that certain achievement emotions result in an increase in student motivation.
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Méndez, López Mariza Guadalupe. "Emotion and language learning : an exploration of experience and motivation in a Mexican university context." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13175/.
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Although there have been numerous studies on motivation in foreign language learning and on emotions in general education, little research in foreign language learning have focused on the relation between motivation and learners' emotions (Maclntyre, 2002), as this shift to the affective side of motivation has only recently been suggested. Thus, this study aims to contribute to the body of knowledge on how foreign language learning motivation is shaped by emotional experiences. In order to gain a better understanding of the emotional experiences originating during classroom instruction and their impact on foreign language learners' motivation, I carried out a qualitative study focusing on 18 students in an ELT programme in a Southeast Mexican university. Data was gathered through personal narratives, an Emotional Reactions Journal and semi-structured interviews. Analysis and interpretation of findings was done using a Grounded Theory approach in order to focus on the views of the participants themselves. Findings reveal the pervasive influence of emotional reactions on foreign language learners' motivation. Emotions, whether negative or positive, impact not only negatively but also positively. Emotional reactions reported by participants mainly originated from teachers' interpersonal skills and the classroom environment. Although participants in this study reported more negative than positive affective experiences, the outcomes of these experiences were positive. The Mexican socio-economic context played a crucial role in helping students transform negative experiences into learning and motivational strategies which proved to be beneficial, not only for their learning processes, but also for their personal development. The study highlights the crucial role language learners' emotional experiences have on their motivational behaviour and the significant influence teachers have on this. Recommendations for language teachers are offered so they can help foreign language learners minimise the negative impact of emotional experiences on their learning process, and promote positive emotions conducive to learning and energising learners' motivation.
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LANDRETH, ANTHONY WILLIAM. "FAR BEYOND DRIVEN: ON THE NEURAL MECHANISMS OF MOTIVATION." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196094476.
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Järvenoja, H. (Hanna). "Socially shared regulation of motivation and emotions in collaborative learning." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263309.
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Abstract This study focuses on motivation and emotions in collaborative learning. The aim is to investigate the kinds of socio-emotional challenges learners experience during learning processes, and to examine how motivation and emotions are regulated during challenging situations, in order to develop appropriate methods of identifying socially shared regulation of emotions from situated, real life data. The study includes the development and implementation of an instrument that collects data regarding learners’ situation-specific interpretations of their socio-emotional experiences, as well as analyses of the data derived from two different data collections. The first empirical data set is composed of elementary school students’ interviews and video-observations. The second data set includes higher education students’ self-reports, video-observations, and interviews. The analyses combine different data sources and qualitative and descriptive quantitative methods in order to create a comprehensive understanding of the regulation of motivation and emotions in collaborative learning situations. A lack of instruments that gather data of learners’ situation-specific, real-life experiences has been evident in motivation and self-regulated learning research, where static, general self-report measures have been dominant. In this study, the results from the first empirical data collection are implemented in the development of an AIRE (Adaptive Instrument for Regulation of Emotions) instrument. The AIRE collects situation-specific data dealing with learners. experienced socio-emotional challenges and their regulation within a group. The second empirical data collection of this study employs the AIRE instrument as a method. In social learning situations, learners’ can experience a variety of emotions that influence learning. The results of this study show that students can regulate their emotions in order to maintain a goal-oriented learning process. Furthermore, the results indicate that group members can regulate emotions and motivation together within the group. This socially shared regulation is distinct from self-regulation as well as from co-regulation, where development of self-regulation is supported by others, or where group members regulate their own learning processes in parallel with each otherTiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa
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Xiong, Junmei. "Affective aspects of learning adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/994958730/04.
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Shen, E. "The effects of agent emotional support and cognitive motivational messages on math anxiety, learning, and motivation." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-04302009-233640/.
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Thesis (Ph. D.)--Florida State University, 2009.Advisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains ix, 127 pages. Includes bibliographical references.
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Simpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.
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Aims: The UK policy documents ‘Valuing people’ (DOH, 2001) and ‘Valuing people now’ (DOH, 2009) presaged a new direction in learning disability services: towards a human-rights model of care with the underlying principles of rights, choice, inclusion, freedom and independence. However, despite such legislative changes, a recent review (DOH, 2008a) candidly described that people with learning disabilities have greater need for healthcare than other people, yet have worse access to the care that they actually need and poorer health outcomes. Whilst some research has explored this from the perspective of people with learning disability (Jones & Donati, 2009; Jones & Parry, 2008) there is significantly less from the perspective of support workers. This research seeks to examine the emotional and psychological experience of support workers in learning disability services. Although research has explored the experience of support workers from the perspectives of ‘stress’ and ‘burnout’, there is a dearth of research in areas such as emotions, sense-making, their constructing of systems, relationships and their underlying motivations. Method: Semi-structured interviews were carried out with seven support workers from three learning disability care homes. Verbatim transcripts of interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: The analysis produced two superordinate themes, both with two main themes. The superordinate theme ‘Emotional Motivation’ had the main themes ‘Personal Fulfilment and motivation’ and ‘The Emotional Struggle’. The superordinate theme ‘Demands and Coping’ had the main themes ‘Safety and Conflict within Coping’ and ‘Persecution and Protective Positions’. Implications: This research suggests that the support worker role may evoke strong feelings of pleasure but also powerlessness, blame, deficit, injustice, responsibility and anger. Support workers seem to manage these emotions in various ways: such as compensating by striving to be the ‘ideal’ carer, protecting themselves by avoiding and not elaborating on difficulties, and also projecting their difficulties onto others. Problematically, this may reinforce a work culture in which no individual actually takes responsibility for the ongoing difficulties, conflict and struggles. Thus, political and legislative changes may be negated or ineffective unless addressed within the context of this dynamic; namely, the value, emotional and meaning systems within services, i.e. the nature of the relationship between the support worker and resident. Indeed, paid staff are often the only meaningful relationship that people with learning disability have in their lives. Such findings are discussed in light of existing theory, research and practice.
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Okwor, Festus Amechi. "Motivation for learning as the key to success of foreign students in Ukraine." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8440.
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Silva, Vanessa Martini da. "O ensino por investigação e seu impacto na aprendizagem de alunos do ensino médio de uma escola pública brasileira." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/104834.
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As escolas de ensino médio vem mantendo um ensino de Biologia de forma bastante teórica e pouco ligada a realidade do mundo que cerca o aluno. Atualmente espera-se que um aluno que saia do ensino médio atuando com autonomia, lidando com as informações e fazendo uso dos conhecimentos adquiridos na escola, como já é esclarecido nos Parâmetros Curriculares Nacionais (PCNs). Assim, usar metodologias que envolvam o Ensino de Biologia baseado na investigação pode dar ao aluno uma nova forma de pensar, uma oportunidade de construir o próprio conhecimento. Na educação baseada na investigação, existem três fatores de extrema importância a serem investigados: a motivação dos alunos em aprenderem e participarem das mais diversas atividades em aula, a emoção despertada nos alunos em relação às aulas e ao ambiente da escola e a ideia e concepção de Ciência que eles desenvolvem ao longo do seu período escolar. Esta dissertação relata um estudo onde foram utilizadas escalas para avaliar a emoção e a motivação dos alunos, além de um questionário que avaliou a concepção de Ciências deles, antes e depois da realização de atividades que envolviam o ensino por investigação. Em um primeiro momento, os dados gerados mostraram que havia pouca variação na emoção e motivação dos alunos antes e depois das atividades investigativas, porém, em relação à concepção de Ciências deles, a mudança foi surpreendente. Em um segundo momento foram analisados os discursos dos alunos ao longo do desenvolvimento das atividades investigativas, dessa análise apresentou-se dados que através de referenciais teóricos ligados a aprendizagem significativa demonstraram a relevância do uso de atividades que envolvam investigação na sala de aula. Assim, investigar a interferência do uso de metodologias que envolvam o ensino baseado na investigação na motivação, na emoção e na concepção de Ciência dos alunos do ensino médio, destaca a importância de estudos em ambientes educativos não tradicionais, que privilegiam oportunidades para que os alunos desenvolvam entendimento, expressem suas emoções, e que possam construir significado a partir de aplicações no mundo real.The high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.
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Gutierrez, Cortez Madeleinne, and Cassandra Sebestyen. "Användarens upplevelse av digitala och fysiska kommunikationssätt." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65953.
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Under de senaste åren har användning av digitala artefakter ökat vilket gett mindre plats till papper. Tidigare forskning illustrerar att läsning via papper är populärast utan någon indikation på att det faktiskt är bättre vad gäller inlärning. Syftet med arbetet är därför att se om det finns någon skillnad och likhet mellan bruksanvisningar på papper (fysiskt) eller skärm (digitalt). Studien grundar sig i teorin Cognitive fit theory förkortat CFT. Teorin har således modifierats till en egen modell där undersökning av valet mellan papper och skärm gjorts genom användarupplevelsen i inlärning (E-learning), tidigare erfarenheter, motivation och känslor. Dessa begrepp har uppkommit från CFT samt tidigare forskning och de har följaktligen följt med under hela processen. En till faktor som grundat sig i tidigare forskning och CFT är projektets frågeställning. Frågeställningen har undersökts och besvarats med hjälp av metoder såsom användartest, där användarna fått bygga ihop två LEGO-modeller av samma svårighetsgrad på de olika plattformarna skärm och papper. Användartestet kombinerades med Emotiv headset, som hjälpte till med mätning av hjärnans känslosystem. Rapporten visar även på projektets intervjuer, där deltagarna hade möjlighet att delge sina tankar om testet. Det slutgiltiga resultatet visade på att vissa stora faktorer spelar roll i valet mellan skärm och papper. Bland annat begrepp som erfarenhet, motivation och känslor samt jämförelser och likheter mellan de två plattformarna. Hälften av deltagarna ansåg att en fysisk bruksanvisning är ledande medan andra hälften ansåg den digitala bruksanvisningen som vanligast i och med tutorials och dylikt. Användartesterna gick som beräknat, en del motstridiga känslor uppkom dessvärre vilket kunde skapa större distraktioner hos deltagarna. En större omfattning om detta sker i rapportens olika kapitel.In recent years, the use of digital artifacts has increased, giving less space to paper. Previous research illustrates that reading through paper is most popular without any indication that it is actually better with regard to learning. The purpose of the work is therefore to see if there is a difference and similarity between instructions on paper (physical) or screen (digital). The study is based on the theory Cognitive Fit theory shortened CFT. The theory has then been modified to an own model, where the choice between paper and screen has been made through the user experience in learning (E-learning), past experiences, motivation and emotions. These concepts have arisen from CFT as well as previous research and have consequently followed throughout the process. One factor to be found in earlier research and CFT is the issue of the project. The questionnaire has been investigated and answered using methods such as usability testing, where users were able to build two LEGO-models of the same difficulty on the various platforms screen and paper. The usability testing was combined with Emotiv headset, which helped to measure the brain's emotional system. Finally, interviews were conducted in order to be able to share the participants thoughts about the test. The final result showed that some major factors play a part in the choice between screen and paper. Among other things, concepts like experience, motivation and feelings, as well as comparisons and similarities between the two platforms. Half of the participants felt that a physical instruction manual was most common, while the other half considered the digital user manual as common with tutorials and so on. The user tests went as expected, some contradictory feelings emerged unfortunately which could create greater distractions among the participants. A greater extent about this is done in the various sections of the report.
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Kulakow, Stefan [Verfasser], Diana [Akademischer Betreuer] Raufelder, Diana [Gutachter] Raufelder, Ursula [Gutachter] Kessels, and Kathrin [Gutachter] Mahlau. "Learning Environments in Contrast: How Adolescent Students Differ in their Self, Emotions, Motivation, and Learning Behavior in Teacher-Directed Learning and Student-Centered Learning Classes / Stefan Kulakow ; Gutachter: Diana Raufelder, Ursula Kessels, Kathrin Mahlau ; Betreuer: Diana Raufelder." Greifswald : Universität Greifswald, 2021. http://d-nb.info/122853618X/34.
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Reppy, Dorothy H. "Urban Middle School Students and the Relationship of their Perception on Care on their Intrinsic Motivation." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541192176011249.
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Shepherd, Melvin D. "A study using communcation practices, motivation principles and high performance learning strategies to aid students in the classroom with emotional disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2004/2004shepherdm.pdf.
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Souza, Rosa Andrea Lopes de. "A viagem de Alfred Russel Wallace ao Brasil: uma aplicação de história da ciência no ensino de biologia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-13042015-144132/.
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Esta dissertação, inserida em linha de pesquisa de \"História, Filosofia e Cultura no Ensino de Ciências\", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu, particularmente sobre as palmeiras amazônicas. Esse estudo gerou um material que pode servir de subsídio ao professor que deseje abordar esse episódio histórico em sala de aula. A partir desse episódio, foi elaborada uma sequência didática baseada nos estudos de Wallace sobre as palmeiras amazônicas. As palmeiras estudadas por Wallace serviram de base para os alunos realizarem atividades relacionadas à classificação biológica, ao uso de chaves dicotômicas de identificação e à elaboração de uma matriz de classificação filogenética. A sequência didática foi composta de oito aulas desenvolvidas com diferentes estratégias de ensino e aprendizagem, com uso de materiais instrucionais especialmente elaborados para cada aula. Após processo de validação, a sequência didática foi aplicada em duas turmas de 2º ano do Ensino Médio, de uma escola pública, no município de São Paulo, no primeiro semestre de 2013. Foi realizada triangulação de dados obtidos por meio de gravação e transcrição das aulas, bem como aplicação de dois questionários validados pela literatura: um destinado a avaliar motivação e outro a avaliar emoção situacional dos alunos. A análise dos dados obtidos levou à elaboração de uma representação gráfica mapeando as disposições motivacionais e emocionais dos alunos durante as interações de ensino e aprendizagem da sequência didática. Como resultados principais da pesquisa empírica que podem contribuir para a área de ensino de Ciências Naturais em que abordagens históricas estão inseridas, destacam-se evidências de que os alunos responderam positivamente à aprendizagem de conteúdos científicos atuais considerados complexos e distantes do seu dia a dia, como é o caso da classificação filogenética, após esse estudo ter sido provocado a partir dos estudos de Wallace na Amazônia. Esta pesquisa também contribui com a divulgação de uma metodologia para investigar aspectos motivacionais e emocionais dos alunos na aprendizagem de conteúdos de Biologia. Finalmente, estabeleceu alguns parâmetros sobre a contribuição da História da Ciência no ensino de Biologia.This dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.
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Carter, Tracey Bennett. "How Self-Awareness, Motivation, and Empathy are Embedded and Modeled in Community College Preservice Early Educator Online Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4429.
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Researchers have determined that early childhood (EC) educators need to have personal and social skills and competencies to address the emotional demands of the EC profession. Research is lacking regarding how preservice programs help prepare students emotionally for the EC profession and on whether online courses are a suitable environment for future EC teachers to learn these skills. The purpose of this study was to explore if and how personal and social emotional intelligence (EI) competencies were being embedded and modeled in community college preservice EC educator online courses. This qualitative multiple case study design was employed using a conceptual framework based on Goleman's EI theory and included 3 community college preservice EC faculty member participants. Research questions targeted self-awareness, motivation, and empathy competencies and data sources included faculty interviews, syllabi, assignment descriptions, asynchronous discussion forum prompts, and faculty feedback on student assignments. Data analysis included using values coding and the identification of relevant themes as related to Goleman's EI theory. Results indicated that while faculty perceived EI as important and that they modeled competencies in online discussions and feedback, there were not many embedded activities in the online courses that provided practice or helped to show growth in EI competencies. This study contributes to positive social change for EC faculty by acting as an impetus for the intentional incorporation of EI activities in online environments, leading possibly to better prepared EC teachers and therefore improved teacher quality of life and teacher retention.
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Robertson, James Thomas. "Motivation and emotion regulation : a grounded theory analysis." Thesis, University of Canterbury. Department of Psychology, 2004. http://hdl.handle.net/10092/2473.
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The present research examines the field of research in Emotion Regulation (ER) - in particular, theoretical matters. Problems affecting this type of research pertain to matters such as definition, measurement, and a lack of unifying theory. A grounded theory investigation was used to attempt to generate a theory with substantive and predictive value. Thirty-five participants were interviewed and questioned about their ER patterns. Analysis of this data showed that the motivations individuals have form a broad unifying construct through which to look at ER. As such, a theory is posited which looks at ER in terms of twin motivations - one primarily present for the self, and the other primarily occurring for social reasons. Such an approach is new to the field of ER. The theory is evaluated in terms of current research and future research directions. Overall, the presented theory is found to be able to unify current research on ER, as well as having the potential to push research efforts in new, more meaningful directions.
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Hogan, Lee M. "Relationships among alcohol use, emotion, motivation, and goals." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/relationships-among-alcohol-use-emotion-motivation-and-goals(0e4b9237-5b51-4ed8-9c75-28a6bf355455).html.
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The purpose of the thesis is twofold (a) to review the relationship between alcohol use and emotion regulation, and (b) to develop and evaluate a newly designed questionnaire calIed the Brief Aspirations and Concerns in Life Inventory (BACLI) for measuring the structure of an individuals motivation for obtaining their life goals. First, this thesis presents a review of alcohol's roles in regulating emotions. This review paper proposes an integration of Cox and Klinger's (1988, 1990,2004) motivational model of alcohol use and Gross and Thompson's (2007) model of emotion regulation strategies. It aims to further the understanding of alcohol's role in regulating emotions. Tentative conclusions are made that alcohol can be used to enhance some emotion regulation strategies, albeit in many cases maladaptively. The empirical paper compares the outcomes and relationships between the BACLI questionnaire and a well-established and comprehensive Personal Concerns Inventory (PCI; Cox & Klinger, 2000). It also examines the relationship between other motivational and emotional variables and alcohol use and problems. The BACLI provided a good alternative to the PCI. In line with previous research, motivational variables were predictive of alcohol use and problems. Difficulties with emotion regulation also predicted greater drinking problems. Finally, these papers are discussed in terms of their implications for clinical psychology.
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Damm, Lisa Marie. "The architecture of emotion experience." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352255.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Spiers, Daniel Llatas. "Facial emotion detection using deep learning." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300712.
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The use of machines to perform different tasks is constantly increasing in society. Providing machines with perception can lead them to perform a great variety of tasks; even very complex ones such as elderly care. Machine perception requires that machines understand about their environment and interlocutor's intention. Recognizing facial emotions might help in this regard. During the development of this work, deep learning techniques have been used over images displaying the following facial emotions: happiness, sadness, anger, surprise, disgust, and fear. In this research, a pure convolutional neural network approach outperformed other statistical methods' results achieved by other authors that include feature engineering. Utilizing convolutional networks involves feature learning; which sounds very promising for this task where defining features is not trivial. Moreover, the network was evaluated using two different corpora: one was employed during network's training and it was also helpful for parameter tuning and for network's architecture definition. This corpus consisted of facial acted emotions. The network providing best classification accuracy results was tested against the second dataset. Even though the network was trained using only one corpus; the network reported auspicious results when tested on a different dataset, which displayed facial non-acted emotions. While the results achieved were not state-of-the-art; the evidence gathered points out deep learning might be suitable to classify facial emotion expressions. Thus, deep learning has the potential to improve human-machine interaction because its ability to learn features will allow machines to develop perception. And by having perception, machines will potentially provide smoother responses, drastically improving the user experience.
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Mellor, Karen. "Emotion identification, emotion word fluency and Alexithymia in people with learning disabilities." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413849.
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Schiefele, Ulrich. "Interest, learning, and motivation." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2009/3353/.
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Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning
orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.
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Davidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.
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In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion. I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education. Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops. My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.
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Perassinoto, Maria Gislaine Marques. "Estratégias de aprendizagem no ensino fundamental = relações com regulação emocional, motivação e rendimento escolar." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250788.
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Orientador: Evely BoruchovitchDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Estudos e pesquisas mostram a importância das estratégias de aprendizagem para o processo de aquisição de conhecimentos e para a melhoria do rendimento escolar. A presente pesquisa investiga as estratégias de aprendizagem relatadas pelos alunos de 2ª, 4ª, 6ª e 8ª séries do Ensino Fundamental, de três escolas públicas do município de Hortolândia, sendo uma municipal (ensino de 1º ano a 4ª série) e duas estaduais (de 5ª a 8ª séries), em relação ao gênero, a idade, a série e ao rendimento escolar. Verifica ainda, se há correlação entre as estratégias de aprendizagem e a regulação emocional e entre as estratégias de aprendizagem e o tipo de motivação para aprender dos alunos. A amostra foi composta de 314 participantes, de ambos os sexos e com diferentes níveis de rendimento escolar, cuja faixa etária variou entre 7 a 17 anos. Para a coleta dos dados utilizou-se a Escala de Estratégias de Aprendizagem do Ensino Fundamental (EAEF), a Escala de Motivação para Aprender de Alunos do Ensino Fundamental (EMA), a Escala de Avaliação da Regulação Emocional para Estudantes do Ensino Fundamental (EREEF) e o Rendimento Escolar dos alunos nas disciplinas de Português e Matemática. As escalas foram aplicadas coletivamente, em duas sessões. Todos os itens foram lidos pela pesquisadora durante a aplicação. Os resultados mostraram diferença nas estratégias de aprendizagem quando consideradas em relação a gênero, idade, série e rendimento escolar, assim como existência de correlações entre as estratégias de aprendizagem e a motivação para aprender e entre as estratégias de aprendizagem e a regulação emocional. Espera-se que o conhecimento produzido pela presente pesquisa possa contribuir para futuros estudos e para a prática pedagógica dos docentes.
Abstract: Recent studies on learning strategies have revealed their importance to learning, once they contribute to increase school performance and the processing of information by the students. Hence, the current research investigates the learning strategies informed by second, fourth, sixth and eighth-grade students in Elementary School, from three public schools in the city of Hortolandia - one of them is municipal (first to fifth grades) and two are state-managed (sixth to ninth grades) - in relation to gender, age, grade and school performance. Additionally, it investigates if a correlation may be encountered between learning strategies and the emotional regulation and between learning strategies and the type of learning motivation present in students. The sample is constituted of 314 subjects, from both genders and with diverse school performance, ages ranging between 7 and 17 years old. Data collection has employed the Elementary School Learning Strategies Scale (EAEF), Elementary School Learning Motivation Scale (EMA), the Elementary School Emotional Regulation Evaluation Scale (EREEF) and students performance in the subjects Portuguese and Math. The scales were employed collectively, in two meetings. The researcher has read every item throughout the sections. The results have displayed some disparity between the learning strategies and the investigated variables: gender, age, grade and school performance, as well as existing correlations between learning strategies and learning motivation and between learning strategies and emotional regulation. There is the expectation that the data produced within this study be relevant not only to future researchers but also to educators to improve their pedagogical practice and the quality of the educational situations, fortifying, thus, the learning to learn process.
Mestrado
Psicologia Educacional
Mestre em Educação
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Peterson, C. Mark. "The Motivation-Emotion-Matching (MEM) model of television advertising effects." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/30653.
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Headrick, Jonathon Jeffs. "Affective learning design: A principled approach to emotion in learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89755/1/Jonathon_Headrick_Thesis.pdf.
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This PhD project set out to explore the role of emotion during learning in sport, focusing on how actions, emotions and cognitions interact under the influence of constraints. Key outcomes include the development of the theoretical concept - Affective Learning Design, and a new tool for assessing the intensity of emotions during learning - the Sport Learning and Emotions Questionnaire. The findings presented in this thesis provide both theoretical and practical implications discussing why emotion should be considered in the design of learning environments in sport.
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Hilles, Emery K. "Emotion and Inhibition: Pride Versus Happiness." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/51.
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The central question of my thesis is how different positive emotions affect inhibition. Katzir, Eyal, Meiran, and Kessler (2010) addressed this question using an antisaccade task and found that happiness decreased inhibition compared to pride, which they attribute to the links between pride and long-term goals and happiness and short-term goals. I attempted to generalize their results to a color-naming Stroop task and predicted that their results would not generalize because their study had little supporting research and their method had several limitations. I tested 45 students of the Claremont Colleges and found partial support for Katzir et al. Participants in the pride condition showed better inhibitory function than participants in the neutral condition, but I was unable to find differences in inhibitory function between participants in the pride and happiness or happiness and neutral conditions. The results suggest that pride improved inhibitory function compared to neutral emotion, but happiness had no effect. I conclude that further research is needed to confirm the supposed distinction between pride and happiness, the strength of the links between happiness, pride, and different goals, and the motivational role of emotion in inhibition.
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Sakiz, Gonul. "Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179794983.
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Wood, Pamela Margaret. "Emotion recognition amongst individuals with learning disabilities." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397561.
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Bruton, Laurie. "A study of memory, learning, and emotion /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100047.
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Nguyen, Tien Dung. "Multimodal emotion recognition using deep learning techniques." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/180753/1/Tien%20Dung_Nguyen_Thesis.pdf.
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This thesis investigates the use of deep learning techniques to address the problem of machine understanding of human affective behaviour and improve the accuracy of both unimodal and multimodal human emotion recognition. The objective was to explore how best to configure deep learning networks to capture individually and jointly, the key features contributing to human emotions from three modalities (speech, face, and bodily movements) to accurately classify the expressed human emotion. The outcome of the research should be useful for several applications including the design of social robots.
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Fernández, Carbonell Marcos. "Automated Multimodal Emotion Recognition." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-282534.
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Being able to read and interpret affective states plays a significant role in human society. However, this is difficult in some situations, especially when information is limited to either vocal or visual cues. Many researchers have investigated the so-called basic emotions in a supervised way. This thesis holds the results of a multimodal supervised and unsupervised study of a more realistic number of emotions. To that end, audio and video features are extracted from the GEMEP dataset employing openSMILE and OpenFace, respectively. The supervised approach includes the comparison of multiple solutions and proves that multimodal pipelines can outperform unimodal ones, even with a higher number of affective states. The unsupervised approach embraces a traditional and an exploratory method to find meaningful patterns in the multimodal dataset. It also contains an innovative procedure to better understand the output of clustering techniques.Att kunna läsa och tolka affektiva tillstånd spelar en viktig roll i det mänskliga samhället. Detta är emellertid svårt i vissa situationer, särskilt när information är begränsad till antingen vokala eller visuella signaler. Många forskare har undersökt de så kallade grundläggande känslorna på ett övervakat sätt. Det här examensarbetet innehåller resultaten från en multimodal övervakad och oövervakad studie av ett mer realistiskt antal känslor. För detta ändamål extraheras ljud- och videoegenskaper från GEMEP-data med openSMILE respektive OpenFace. Det övervakade tillvägagångssättet inkluderar jämförelse av flera lösningar och visar att multimodala pipelines kan överträffa unimodala sådana, även med ett större antal affektiva tillstånd. Den oövervakade metoden omfattar en konservativ och en utforskande metod för att hitta meningsfulla mönster i det multimodala datat. Den innehåller också ett innovativt förfarande för att bättre förstå resultatet av klustringstekniker.
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Ask, Karl. "Criminal investigation : motivation, emotion and cognition in the processing of evidence /." Göteborg : Dept. of Psychology Göteborg Univ, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/513716297.pdf.
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Ryan, Robin Christopher. "Motivation in tandem language learning." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50172.
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At a time when an increasing focus on multilingual and multicultural competencies is recognized globally, educational institutions are faced with the challenge of internationalizing their student bodies. It is no longer sufficient to limit language learning opportunities to the traditional grammar or oral-practice classroom, and shrinking budgets have demanded new ways to expose language-learners to their target language in an economical way. At the same time, the need to build intercultural competencies and personal relationships between domestic and international students has necessitated new and creative solutions. One of these solutions is tandem learning, a language learning model that subverts the traditional teacher-student dynamic by having all participants play the role of both expert and learner.
This study addresses the biographical makeup, motivations, perceptions of self-efficacy, and self-regulated learning strategies of participants in a university tandem language learning program. Participants, who meet weekly to learn each other’s’ languages, completed a pre- and post-survey assessing various aspects of their language learning beliefs and practices. A small number of participants also completed in-person interviews. The data gathered were analyzed through frequency analysis, descriptive statistics, and thematic coding. The theoretical frameworks used in this study were the socio-educational model, perceived self-efficacy, and self-regulated learning.
Results showed that participants are, on average, younger and more international than the rest of the institution’s student body. They are also more likely to be from an East Asian country than the average international student. Results also show that participants commonly join the program in order to improve their oral/aural proficiency as well as develop friendships with members of the target language community, but that they do not always practice effective goal-setting strategies or expend the effort necessary to realize their goals. At the end of the program, participants reported positive feelings toward tandem learning due to their relationships with their partners, the low-anxiety environment in which the program was held, and their beliefs that their language proficiency was improving.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Choy, Ching-ho Harriet. "Teachers' motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793002.
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Kugai, Kseniia. "Motivation in foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12993.
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Gazdula, Joseph H. "Enterprise learning : methods and motivation." Thesis, University of Liverpool, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631691.
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This thesis explores the epistemological journey of two cohorts of students on undergraduate enterprise education courses, and discusses the research I undertook into their learning experiences to begin the development of my pedagogical approach to enterprise learning. By clearly defining enterprise and entrepreneurship it begins to unravel a complicated discourse between the two terminologies and provides a foundation for researching enterprise education as an area in its own right. Using a mixed methods approach to research over the course of an academic year, I identify key learning motivators from enterprise placements and discuss the effects on attainment and motivation. Emerged themes discussed include the effects of pressure on learning, social learning and group work, self-efficacy, critical learning experiences, the relationship between personal and institutional needs, personal organisation, professional attachments, employability concerns and the importance of finding personal learning in enterprise situations. In discussing a pedagogical approach to enterprise the student as an individual becomes central to the enterprise learning experience and a pedagogical approach is explored which centres on the personal nature and individuality of student learning needs. My methodology considers learning outcomes, assessment approaches, learning capture, personal assessment of student needs, enterprise learning preparation, and delivery, and the role of reflection. This developed into a framework drawing from the transitional learning ideas of Illeris (2007) transformative learning from Mezirow (2000) and Scharmer's Theory U (2009) to create an appropriate learning architecture for enterprise. Critical reflexology is used to underpin the research and advise of bias.
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Nickel, Bethany J. "High School Band Communities of Practice During COVID-19: A Multiple Case Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1623155976075894.
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Odisho, Sankhero, and Nordberg Kevin Rylander. "Effekter av spelifiering : På lärplattformen PING PONG." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12646.
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Spelifiering definieras som användningen av speldesignelement inom icke-spelsammanhang. Detta är ett koncept vars popularitet har ökat och fortsätter att öka. På senare år har spelifiering tillämpats inom utbildning men även andra områden som: marknadsföring, politik och interaktiva system. Studier har visat märkbar inverkan av spelifiering på användares beteende men trots detta finns det en brist på tillämpningar och forskning av spelifiering på informationssystem och undervisning. Avsikten med denna studie är att redogöra för vilka känslor studenter upplever när de använder sin primära lärplattform samt hur en spelifierad lärplattform skulle påverka studenters känslor och därmed deras studieupplevelse. Detta utförs genom en kvalitativ forskningsansats som baseras på semistrukturerade intervjuer med fem studenter vilket innehar en aktiv utbildning vid Högskolan i Borås. I samband med de semistrukturerade intervjuerna presenterades en interaktiv IT-artefakt i form av en prototyp där spelelement har tillämpats på studenternas primära lärplattform. Prototypen användes för att informanterna skulle kunna få en djupare förståelse kring vad spelifiering innebär och hur det skulle kunna se ut i praktiken tillämpat vid lärplattformen. Slutsatserna som presenteras tyder på att studenters studieupplevelse förbättras till viss del då det framkommer mer positiva känslor i samband med användningen av den spelifierade lärplattformen. Detta till skillnad från vad det gjorde i samband med användningen av den primära lärplattformen där spelifiering inte var tillämpat. De positiva känslor som uppstod bland studenterna var främst en ökad motivation, ett förbättrat självförtroende och en ökad gemenskap. Vissa delar av den spelifierade lärplattformen har framkallat negativa känslor såsom stress och prestationsångest. Slutsatserna tyder även på vad man som utvecklare behöver ta i åtanke för att undvika stress och prestationsångest bland studenterna. Vi finner i övrigt att slutsatserna är väsentliga för utvecklare till följd att lyckas med en praktisk tillämpning av spelifiering på en lärplattform där studenternas studieupplevelse ligger i huvudfokus.Gamification is defined as the use of game design elements in non-gaming context. This is a concept whose popularity has increased and continues to increase. In recent years, gamification has been applied in education but also other areas such as: marketing, politics and interactive systems. Studies have shown a noticeable impact of gamification on user behavior, but despite this, there is a lack of applications and research of gamification applied on information systems and teaching. The purpose of this study is to describe what feelings students experience when using their primary learning management system and how a gamified learning management system would affect students' feelings and thus their study experience. This is done through a qualitative research assignment that is based on semi structured interviews with five students, which holds an active education at the University of Borås. In connection with the semi structured interviews, an interactive IT artefact was presented in the form of a prototype where game elements have been applied to the students' primary learning management system. The prototype was used to enable the informants to gain a deeper understanding of what gamification involves and what it could look like in practice applied to the learning management system. The conclusions presented indicate that students' study experience is improved to some extent as there are more positive feelings in connection with the use of the gamified learning management system. This is unlike what it did in connection with the use of the primary learning management system where gamification was not applied. The positive emotions that arose among the students were primarily an increase of motivation, improved self-esteem and an increased community. Some parts of the gamified learning management system have caused negative feelings such as stress and performance anxiety. The conclusions also indicate what developers need to keep in mind in order to avoid stress and performance anxiety among the students. We also find that the conclusions are essential for developers to succeed in the practical application of gamification on a learning management system where the students' study experience is the main focus.
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Moshfeghi, Mohammadshakib, Jyoti Prasad Bartaula, and Aliye Tuke Bedasso. "Emotion Recognition from EEG Signals using Machine Learning." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4147.
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The beauty of affective computing is to make machine more emphatic to the user. Machines with the capability of emotion recognition can actually look inside the user’s head and act according to observed mental state. In this thesis project, we investigate different features set to build an emotion recognition system from electroencephalographic signals. We used pictures from International Affective Picture System to motivate three emotional states: positive valence (pleasant), neutral, negative valence (unpleasant) and also to induce three sets of binary states: positive valence, not positive valence; negative valence, not negative valence; and neutral, not neutral. This experiment was designed with a head cap with six electrodes at the front of the scalp which was used to record data from subjects. To solve the recognition task we developed a system based on Support Vector Machines (SVM) and extracted the features, some of them we got from literature study and some of them proposed by ourselves in order to rate the recognition of emotional states. With this system we were able to achieve an average recognition rate up to 54% for three emotional states and an average recognition rate up to 74% for the binary states, solely based on EEG signals.
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Li, Yuqing. "Deep Learning of Human Emotion Recognition in Videos." Thesis, Uppsala universitet, Informationssystem, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339062.
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Vartak, Aniket. "BIOSIGNAL PROCESSING CHALLENGES IN EMOTION RECOGNITIONFOR ADAPTIVE LEARNING." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2667.
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User-centered computer based learning is an emerging field of interdisciplinary research. Research in diverse areas such as psychology, computer science, neuroscience and signal processing is making contributions the promise to take this field to the next level. Learning systems built using contributions from these fields could be used in actual training and education instead of just laboratory proof-of-concept. One of the important advances in this research is the detection and assessment of the cognitive and emotional state of the learner using such systems. This capability moves development beyond the use of traditional user performance metrics to include system intelligence measures that are based on current neuroscience theories. These advances are of paramount importance in the success and wide spread use of learning systems that are automated and intelligent. Emotion is considered an important aspect of how learning occurs, and yet estimating it and making adaptive adjustments are not part of most learning systems. In this research we focus on one specific aspect of constructing an adaptive and intelligent learning system, that is, estimation of the emotion of the learner as he/she is using the automated training system. The challenge starts with the definition of the emotion and the utility of it in human life. The next challenge is to measure the co-varying factors of the emotions in a non-invasive way, and find consistent features from these measures that are valid across wide population. In this research we use four physiological sensors that are non-invasive, and establish a methodology of utilizing the data from these sensors using different signal processing tools. A validated set of visual stimuli used worldwide in the research of emotion and attention, called International Affective Picture System (IAPS), is used. A dataset is collected from the sensors in an experiment designed to elicit emotions from these validated visual stimuli. We describe a novel wavelet method to calculate hemispheric asymmetry metric using electroencephalography data. This method is tested against typically used power spectral density method. We show overall improvement in accuracy in classifying specific emotions using the novel method. We also show distinctions between different discrete emotions from the autonomic nervous system activity using electrocardiography, electrodermal activity and pupil diameter changes. Findings from different features from these sensors are used to give guidelines to use each of the individual sensors in the adaptive learning environment.Ph.D.
School of Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering PhD
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Cella, Matteo. "Emotion-based learning : an experimental and clinical investigation." Thesis, Swansea University, 2009. https://cronfa.swan.ac.uk/Record/cronfa42967.
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Emotion-based learning has emerged as a concept referring to a specific class of learning in uncertain situations that is facilitated by a substantial input from the emotion system. The precise nature of this input, however, remains a controversial and wellstudied topic. The present thesis builds on existing emotion-based learning research and investigates several understudied and novel research questions in both experimental and clinical domains. In Chapter 1, a literature review outlines the evolution of research on emotion-based learning, its neuropsychological correlates and focuses on one of the most popular tasks used to measure the concept: the Iowa Gambling Task (IGT). The IGT is an experimental task developed in order to simulate real world complex decision-making. In it, participants make choices from decks of cards that vary in both frequency and magnitude of reward (gain) and punishment (loss). Advantageous decision-making involves foregoing immediate gains with higher long-term losses for lower immediate gains and lower long-term losses. Research has indicated considerable variability in the extent to which healthy controls produce evidence of advantageous learning on the IGT. Chapter 2 showed that placing time constraints on the critical decision-making period in the IGT systematically disrupted the performance of healthy participants. Chapters 3 and 4 introduced a novel variant contingency shifting IGT in which the reward and punishment contingencies were systematically altered following initial exposure to the task. Research was undertaken with a large sample, using a repeated exposure design and by measuring the autonomic skin conductance correlates of contingency shifting IGT performance. Chapter 5 extended the investigation to the dimensional spectrum of depression and schizophrenia by applying the task to participants scoring high and low on measures of psychosis proneness and depression. Results showed that individuals with high psychotic and depressive features displayed poor flexible emotion-based learning performance. Chapter 6 showed that patients with schizophrenia exhibit impaired performance compared to controls, while Chapter 7 showed that depressed patients also underperformed compared to controls, in both the initial and contingency shifting phase of the variant IGT. Overall, the findings of the present thesis offer insights into the nature of flexible emotion-based learning, as measured with the contingency shifting IGT, and its impairment, across healthy volunteers, individuals at higher risk of developing psychosis or depression and patients with schizophrenia and depression.
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Musleh, Rana Yaser. "Language Learning Motivation: The Palestinian Context. Attitudes, Motivation, and Orientations." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/1676.
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Given that motivation is held to be a major affective variable influencing SLA, the present study examines L2 motivation among Palestinian students from the age of 12 to 18 years old. Considering the present situation in Palestine, the motives that drive learners to study a foreign language will certainly be affected by the context (culture and values) in which the learning takes place. The present study involves the investigation of motivation towards learning English as a foreign language, in four different districts in the West Bank. The first research question in this thesis is an inquiry into language learning motivation and its underlying components among Palestinian learners of English in the context of Palestine. In the second research question, the investigation also looked into how these underlying constructs relate to each other and to achievement. The third research question was an inquiry into how six 'individual and context variables' impacted the motivational constructs identified. Data collection combined a structured questionnaire measuring learner attitudes towards English as well as L2 orientations and a set of semi-structured questions, which provided qualitative data. In this study the questionnaire used was adapted from Cid, Grañena and Tragant (2002), an instrument developed in the context of Catalonia with further modification based on an earlier pilot study (Musleh, 2006) conducted in Palestine.
First, exploratory factor analysis (EFA) was done in order to see how items cluster together. Results revealed four constructs underlying motivation in learning English among Palestinian school children, two attitudinal factos (Motivation and Enjoyment and Awareness for Need) and two reasons for learning the English language (Instrumentality and Interaction with L2 people/culture). Then, confirmatory factor analysis (CFA) was run in order to confirm the constructs identified using EFA and lead to the development of a full structural model based on relationships in models specified by Tragant, Victori, and Thompson (2009) and Csizer and Dörnyei (2005). Finally, the specified model revealed of the SEM analysis (structural equation modeling) a good fit with strong positive relations between Instrumentality Interaction with L2 people/culture, InstrumentalityMotivation and Enjoyment, Motivation and Achievement, Awareness for Need Achievement, and Awareness for Need Instrumentality.
After the SEM analysis, a multivariate and univariate analysis of variance (MANOVA and ANOVA) were used to show the impact of variables such as student 'grade level', and 'academic level of the mother and father', 'district', 'type of school', and 'gender' on the motivational constructs proposed. Results revealed four significant differences: between 'grade level x 'gender and the father's x the mother's academic levels with Interaction with L2 people culturee, between 'district and Motivation and enjoyment, and 'type of school x 'father's academic level' and Instrumentality. This conforms to research findings in the field of language learning motivation which has shown that individual and demographic differences have an impact on attitudes towards learning an L2.
The findings are further reinforced by qualitative data, thus providing a richer representation of motivation for learning English and its components in the Palestinian context. In comparing this study to the study carried out by Tragant (2006) and Tragant, Victori, and Thompson (2009) results demonstrate that motivation and attitudes in learning the English language differs among students from Palestine and from Catalonia, due to the different roles the language plays in each context. Thus, confirming the proposition that context and culture greatly impact language learning attitudes and reasons for learning the English language.
KEYWORDS: Applied Linguistics, Motivation, Foreign language learning
Dado que la motivación es una variable afectiva que influencia la adquisición de una segunda lengua, este estudio analiza la motivación entre estudiantes palestinos (12-18 años). Si tenemos en consideración la situación actual en Palestina, los motivos que llevan a los estudiantes a estudiar una lengua extranjera seguro que se ven afectados por el contexto (cultura y valores) de aprendizaje.
El estudio se centra en la investigación de la motivación hacia el inglés como lengua extranjera en cuatro distritos del West Bank. La primera pregunta de investigación de esta tesis doctoral se centra en el estudio de los componentes de la motivación en estudiantes palestinos de inglés en el contexto de Palestina. En la segunda pregunta de investigación se analizan cómo estos componentes se relacionan entre sí y con un componente lingüístico. En la tercera pregunta de investigación se estudia el efecto de seis variables individuales y de contexto en los componentes motivacionales identificados. En la recogida de datos se utilizó un cuestionario estructurado para medir las actitudes y orientaciones del estudiante de inglés, complementado con una serie de preguntas semiestructuradas, las cuales proporcionan datos cualitativos. El cuestionario se adaptó de Cid, Grañena y Tragant (2002), desarrolado en el contexto de Cataluña, con algunas modificaciones basadas en un estudio piloto (Musleh, 2006), realizado en Palestina.
En primer lugar, se sealizó un análisis factorial exploratorio para examinar la distribución de los ítems en factores. Los resultados mostraron cuatro constructos en el contexto de aprendizaje del inglés en las escuelas palestinas, dos factores actitudinales (Motivación y placer y Consciencia de necesidad) y dos motivos para el aprendizaje del inglés (Orientación instrumental y Orientación interactiva). En segundo lugar, se realizó un análisis factorial confirmatoria para reafirmar los factores identificados y desarrollar un modelo estructural basado en los modelos especificados en Tragant, Victori, y Thompson (2009) y Csizer y Dörnyei (2005). Finalmente se especificó un modelo y se obtuvieron medidas adecuadas en el análisis de ecuación estructural realizado. El modelo muestra relaciones positivas entre la orientación instrumental y la interactiva, la orientación instrumental y motivación y placer, y motivación y placer y el componente lingüístico.
Posteriormente al análisis de ecuación estructural, se realizó un análisis de varianza multivariado y univariado (MANOVA y ANOVA) para estudiar el impacto de las variables 'curso', 'nivel académico' de la madre y el padre, 'distrito', 'tipo de escuela', y 'género' en los factores motivacionales del modelo propuesto. Los resultados mostraron cuatros diferencias significativas: entre 'curso x 'género' y el nivel académico' del padre x la madre con la Ontientación interactiva, entre 'distrito' y Motivación y placer, y entre 'tipo de escuela x 'nivel académico' del padre y Orientación intrumental. Estos resultados confirman que las diferencias individuales y demográficas son variables influyentes en las actitudes hacia el aprendizaje de una segunda lengua. Los resultados obtenidos del análisis cualitativo complementan los resultados cuantitativos aportando una representación más rica de algunos aspectos sobre la motivación en el aprendizaje del inglés en Palestina. Al comparar este estudio con los resultados obtenidos en Tragant (2006) y Tragant, et al. (2009) se demuestra que la motivación y las actitudes en el aprendizaje del inglés tienen características distintivas en Palestina y Cataluña, debido al papel diferenciado que esta lengua juega en ambos contextos. Así pues, se confirma la proposición según la cual el contexto y los aspectos culturales juegan un papel importantísimo en las actitudes y las orientaciones hacia el aprendizaje del inglés.
PALABRAS CLAVE: Lingüística Aplicada, Motivación, Enseñanza de una lengua extranjera
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Buchanan, Joshua. "I Feel Your Pain: Social Connection and the Expression and Perception of Regret." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436928483.
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Rothkirch, Marcus [Verfasser]. "Der Einfluss von Emotion und Motivation auf die visuelle Informationsverarbeitung / Marcus Rothkirch." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2013. http://d-nb.info/1035406373/34.
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Luo, Ying. "Motivation, emotion, attitude, & gratification in the use of online video media." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/260.
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Online video media share a great part of similar attributes with traditional mass media. They also bear some fresh features of Web 2.0, such as integration, interactivity, both synchrony and asynchrony, which break the traditional pattern of media viewing and using. They allow for new forms of user activities and offer the user a participatory experience/role so as to facilitate the evolution and dynamic reintegration of the networked society as well as the whole social environment. Online video media have therefore been drawing lots of attention from both the industry and academic field since the emergence. The aims of this research are to: 1) investigate uses and gratifications theorizations in the era of Web 2.0, with online video media the typical target, by finding out the wide and coherent spectrum of online video media usage motivations and gratifications; 2) construct a comprehensive framework of online video media uses and gratifications from integrated and interdisciplinary perspectives; 3) verify the interactive relationships between or among the variables presented in the framework. Survey is adopted for data collection in this study. Convenient sampling and snowball sampling are used. A total of 470 respondents in mainland China complete the questionnaire online, in which 462 are online video media users and the rest 8 are non-users. The online video media uses and gratifications items are then subject to principal components factoring with varimax rotation. Seven factors are identified to explain 67.31% of the variance. Results indicate that the nature of device is a potential source of resulting in unique media outcomes, and habitual behavior of mobile video use has become a part of netizens’ life. More importantly, significant differences in both motivation and gratification between the two user identities are found. Besides, different genres of media contents are related to different motivations and gratifications, and may predict different degrees of interactivity. Moreover, results show that, people in different types of emotions (positive and non-positive) tend to arouse different motivations and attempt to seek different gratifications. Investigation also detect the relationships among dependency, activities after use and attitudes during the motivation and gratification process. It is concluded that, online video media usage is a spiral feedback process of dependency, activities after use and attitudes. During the process of motivation and gratification, people gain experience and derived perceptions, and the beliefs/loyalty gradually forms. Online video media usage is an interactive and dynamic process. During the process, user interacts with the media as well as with other users in the networked society. Though media culture, media literacy and social participation are still weak and limited in the domestic networked society, online video media user exhibits more active, intentional and conscious actions, which is distinguished from traditional mass media audience. In general, this study contributes to the understanding of user’s behaviors, needs and the effects of the new media.
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Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.
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Zuvcenko, Zoya B. "Workplace learning : exploring confidence & motivation." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10566/.
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How are adults affected by studying maths and English as part of a workplace-learning programme? Is confidence enhanced by the way they learn? This thesis attempts to understand the roles of confidence and motivation in learning. I have tried to explore how adult learners feel when it comes to studying maths and English in a formal environment. Specifically, my research explores the microlevel interaction between eleven adults who study in a classroom for one day a week over five months. They all work in the care industry. Using a diary and reflective methods, I also explore my role and relationship with them as their tutor of maths and English, and my personal attitude towards aspects of my learning - both past and present. I interview the participants on two occasions. From these dialogues, several one-to-one conversations emerge, which I describe as cameos. I also use reviews with participants that are completed by the training manager. These examine the impact of my role as their tutor. Analysing my data thematically, my findings show that confidence in learning occurs, in part, due to personal relationships. Whilst the use of scaffolding and situated learning are seen to develop confidence, participants also acquire it from their group peers. When adult learners work together and share an interest in caring for one another, their perception of their own development is affected. I have found that encouragement and building trust are vital for their learning. The development of the tutor/learner relationship has tended to increase learners’ motivation because they want to please the tutor as well as themselves. For both participants and myself, the confidence to continue to learn and to use the knowledge gained took place when encouragement, trust and motivation were present in the process.
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Sarsar, Firat. "The Effectiveness of Emotional Motivational Feedback Messages." 2014. http://scholarworks.gsu.edu/msit_diss/131.
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An important technique for learning, feedback has been described as responses to students’ behaviors, tasks, assignments, and outcomes. In this study, the researcher used a new kind of feedback message called an Emotional Motivational Feedback Message (EMFEM). EMFEM is a feedback message which includes motivational strategies and emotional content for motivating and encouraging students to learn more and to focus on a specific topic. EMFEM is based on Visser and Keller’s (1990) motivational message design, which was influenced by Keller’s (1987) ARCS theory and emotional content strategies. Because EMFEM is primarily used in text-based, online learning environments, it is limited in its ways of adding emotional content to feedback messages. Therefore, three main strategies were used in this study to include EMFEM: using the meaning of the words; formatting the words by using colored, bold, underlined text; and adding emoticons. The purpose of this study was to investigate the effectiveness of EMFEM in online learning environments. This exploratory research was conducted using mixed method single case study design (Creswell, 2005; Johnson & Onwuegbuzie, 2004; Yin, 2009) and guided by the following question: How effective are emotional motivational feedback messages in an online learning environment? Participants were 15 undergraduate students enrolled for an instructional technology course in a large state university located in an urban region in the southeastern part of the United States during fall 2013. The researcher used multiple data collection strategies, including a course interest survey, an instructional technology attitudes survey, open-ended questionnaires, a research journal, forum/discussion postings, emails, reflection papers and warm-up surveys. The findings showed that, in an online course using EMFEM, (a) students’ motivation increased; (b) students’ attitudes toward IT increased; (c) students liked the EMFEM and the style of the instructor’s teaching; (d) students had a closer and friendlier relationship with the instructor; (e) students were satisfied with the course; (f) students started to use more emotional content; (g) students enjoyed having personalized EMFEM and requested to have EMFEM; and (h) students reported positive overall experiences by the end of the course.