Journal articles on the topic 'Learning, motivation and emotion'
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Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.
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The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.
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Artino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (August 2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.
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Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.
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MacIntyre, Peter D., and Laszlo Vincze. "Positive and negative emotions underlie motivation for L2 learning." Studies in Second Language Learning and Teaching 7, no. 1 (March 31, 2017): 61–88. http://dx.doi.org/10.14746/ssllt.2017.7.1.4.
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The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.
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Adams, Aubrie, and Weimin Toh. "Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game." Electronic Journal of e-Learning 19, no. 6 (December 16, 2021): pp575–587. http://dx.doi.org/10.34190/ejel.19.6.2546.
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Although serious games are generally praised by scholars for their potential to enhance teaching and e-learning practices, more empirical evidence is needed to support these accolades. Existing research in this area tends to show that gamified teaching experiences do contribute to significant effects to improve student cognitive, motivational, and behavioural learning outcomes, but these effects are usually small. In addition, less research examines how different types of mediated learning tools compare to one another in influencing student outcomes associated with learning and motivation. As such, a question can be asked in this area: how do video games compare to other types of mediated tools, such as videos or texts, in influencing student emotion outcomes? This study used an experimental design (N = 153) to examine the influence of different types of mass media modalities (text, video, and video game) on college students’ emotions in a mediated learning context. Research examining the impact of video games on instruction has begun to grow, but few studies appropriately acknowledge the nuanced differences between media tools in comparison to one another. Using a media-attributes approach as a lens, this study first compared these mediated tools along the attributional dimensions of textuality, channel, interactivity, and control. This study next tested the impact of each media type on thirteen emotion outcomes. Results showed that six emotion outcomes did not indicate differences between groups (fear, guilt, sadness, shyness, serenity, and general negative emotions). However, six of the tested emotion outcomes did indicate differences between groups with students experiencing higher levels of emotional arousal in both the text and video game conditions (in comparison to the video condition) for the emotions of joviality, self-assurance, attentiveness, surprise, hostility, and general positive emotions. Lastly, students also felt less fatigue in the video game condition. Overall, implications for e-learning suggest that when a message’s content is held constant, both video games and texts may be better in inducing emotional intensity and reducing fatigue than videos alone, which could enhance motivation to learn when teaching is mediated by technology.
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Pyrev, E. A. "Motivational Function of Emotions: Experimental Approach to Study (continued)." Вестник практической психологии образования 16, no. 3 (2019): 83–93. http://dx.doi.org/10.17759/bppe.2019160305.
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The article presents an experimental study of human emotional motivation. Practical aspects of emotional motivation are considered on the example of educational and professional activities of university students. Emotion as an unconscious motive induces unintended actions of university students against different aspects of educational and professional activities. The practical part of the study was implemented by the author’s methodology “Test of Color Associations”. In terms of content and performance, the test meets the main provisions of the theoretical content of the stated topic. The experimental study identified four groups of emotions, reflecting their specific motivational capabilities, manifested in negative and positive unintended actions towards learning. Experimentally identified “creative emotions” (joy and interest), “emotions overcoming obstacles” (anger), “emotions that save energy” (pleasure, indifference), “emotions that destroy relationships” (fear, sadness, disgust).
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Wirth, Lina, Poldi Kuhl, and Timo Ehmke. "Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review." Journal of Language and Education 8, no. 2 (June 30, 2022): 179–91. http://dx.doi.org/10.17323/jle.2022.13572.
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Background. There is consensus in research that students' motivation and emotions are important for learning and achievement processes in the educational context, as are language competencies that, related to the demands of academic language, enable participation in education. However, the interrelationships between these aspects have hardly been empirically investigated in depth.
Purpose and Methods. This systematic review addresses this research need, and aims to synthesise the existing evidence on the interrelationship between motivational/emotional and language-related variables. First, the relationship between learners’ motivation and emotions, and their language competencies is considered. Second, findings on how motivation and emotion depend on language-related factors are compiled.
Results. A systematic data search conducted for this purpose yields seven studies. Five studies relate to the first concern, and confirm the effects of motivational and emotional variables on reading comprehension. Emotions, in particular, emerge as strong predictors. Two studies relate to the second concern, and report significant effects of language-related variations in text tasks on students’ motivation; however, neither study considers emotions.
Implications. The findings are used to derive implications for language design in the educational context and identify important research gaps.
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Rafikova, Antonina S. "Socio-emotional regulation in collaborative learning: studies review." Psychological-Pedagogical Journal GAUDEAMUS, no. 2 (2022): 25–34. http://dx.doi.org/10.20310/1810-231x-2022-21-2-25-34.
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We analyze studies on socio-emotional regulation in collaborative learning. The features and advantages of collaborative learning are described. We consider The role of academic emotions in the learning process. The emotional background plays an important role in the learning process in general and collaborative learning in particular. Students often experience problems in the emotional sphere during learning process, for the solution of which they use the strategy of “emotion suppression”. In this context, social-emotional interaction plays an important role in the learning process. Positive social and emotional interaction contributes to increased motivation, harmonious functioning of the group and greater involvement in the learning process. Negative socio-emotional interaction creates difficulties for the process of group learning and is realized in directive forms of social regulation. The N.G. Lobczowski’s model describes the process of formation and regulation of emotions in the process of collaborative learning. According to this model, emotion formation spans the first four stages (context, stimulus event, appraisal, and emotional response) leading to the regulation. An important aspect of the socio-emotional interaction is the socio-emotional discourse. To create positive social and emotional conditions for learning, it is important to show interest in other members of the group, express social responsiveness, positively assess the progress in completing the task and the actions of group members, and express mutual support between participants. Solving problems and conflicts between group members is necessary to maintain a sense of cohesion among group members. The solution of the problems associated with the socio-emotional interaction requires the socio-emotional regulation, that is, responding to the manifestation of emotions in the group, solving the problems of the group and supporting positive interaction between group members. Students can apply behavioral, interpersonal, cognitive, motivational and motivational-cognitive socioemotional regulation strategies.
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Δημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου, and Ανθή Γρίβα. "Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 73. http://dx.doi.org/10.12681/psy_hps.26227.
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In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.
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Wang, Mengke, and Zengzhao Chen. "Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning?" International Journal of Environmental Research and Public Health 19, no. 8 (April 7, 2022): 4434. http://dx.doi.org/10.3390/ijerph19084434.
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Emotions exist widely in the entire process of learning and affect students’ motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers’ emotions or the emotional design of multimedia learning materials on students’ emotions and learning results. Few studies have investigated how to enhance learning by regulating students’ pre-learning emotions. This study focused on whether playing funny videos before learning could promote students’ positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students’ understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.
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Lemoine, Elizabeth R., Janelle S. Nassim, Jasmine Rana, and Susan Burgin. "Teaching & Learning Tips 4: Motivation and emotion in learning." International Journal of Dermatology 57, no. 2 (January 13, 2018): 233–36. http://dx.doi.org/10.1111/ijd.13715.
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Leutner, Detlev. "Motivation and emotion as mediators in multimedia learning." Learning and Instruction 29 (February 2014): 174–75. http://dx.doi.org/10.1016/j.learninstruc.2013.05.004.
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Valdesolo, Piercarlo, Andrew Shtulman, and Andrew S. Baron. "Science Is Awe-Some: The Emotional Antecedents of Science Learning." Emotion Review 9, no. 3 (June 15, 2017): 215–21. http://dx.doi.org/10.1177/1754073916673212.
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Scientists from Einstein to Sagan have linked emotions like awe with the motivation for scientific inquiry, but no research has tested this possibility. Theoretical and empirical work from affective science, however, suggests that awe might be unique in motivating explanation and exploration of the physical world. We synthesize theories of awe with theories of the cognitive mechanisms related to learning, and offer a generative theoretical framework that can be used to test the effect of this emotion on early science learning.
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De la Fuente, Jesús, José Manuel Martínez-Vicente, José Luis Salmerón, Manuel M. Vera, and María Cardelle-Elawar. "Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students." Anales de Psicología 32, no. 2 (April 3, 2016): 457. http://dx.doi.org/10.6018/analesps.32.2.197991.
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<p>Action-Emotion Style (AES) is an affective-motivational construct that describes the achievement motivation that is characteristic of students in their interaction with stressful situations. Using elements from the Type-A Behavior Pattern (TABP), characteristics of competitiveness and overwork occur in different combinations with emotions of impatience and hostility, leading to a classification containing five categories of action-emotion style (Type B, Impatient-hostile type, Medium type, Competitive-Overworking type and Type A). The objective of the present research is to establish how characteristics of action-emotion style relate to learning approach (deep and surface approaches) and to coping strategies (emotion-focused and problem-focused). The sample was composed of 225 students from the Psychology degree program. Pearson correlation analyses, ANOVAs and MANOVAs were used. Results showed that competitiveness-overwork characteristics have a significant positive association with the deep approach and with problem-focused strategies, while impatience-hostility is thus related to surface approach and emotion-focused strategies. The level of action-emotion style had a significant main effect. The results verified our hypotheses with reference to the relationships between action-emotion style, learning approaches and coping strategies. </p>
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Li, Minjia, Lun Xie, Anqi Zhang, and Fuji Ren. "Reinforcement Emotion-Cognition System: A Teaching Words Task." Computational Intelligence and Neuroscience 2019 (May 2, 2019): 1–13. http://dx.doi.org/10.1155/2019/8904389.
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The goal of this paper is to suggest a system for intelligent learning environments with robots modeling of emotion regulation and cognition based on quantitative motivation. A detailed interactive situation for teaching words is proposed. In this study, we introduce one bottom-up collaboration method for emotion-cognition interplay and behaviour decision-making. Integration with gross emotion regulation theory lets the proposed system adapt to natural interactions between students and the robot in emotional interaction. Four key ideas are advocated, and they jointly set up a reinforcement emotion-cognition system (RECS). First, the quantitative motivation is grounded on external interactive sensory detection, which is affected by memory and preference. Second, the emotion generation triggered by an initial motivation such as external stimulus is also influenced by the state in the previous time. Third, the competitive and cooperative relationship between emotion and motivation intervenes to make the decision of emotional expression and teaching actions. Finally, cognitive reappraisal, the emotion regulation strategy, is introduced for the establishment of emotion transition combined with personalized cognition. We display that this RECS increases the robot emotional interactive performance and makes corresponding teaching decision through behavioural and statistical analysis.
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ESİN ÖZSEVEN, Beyza, and Naim CAGMAN. "Uzaktan Eğitimde Yüz İfadeleri Kullanılarak Duygu Tanıma Modeli." Bitlis Eren Üniversitesi Fen Bilimleri Dergisi 11, no. 3 (September 30, 2022): 770–78. http://dx.doi.org/10.17798/bitlisfen.1079499.
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The most important factor on the success of the student is the student's readiness for the lesson, motivation, cognitive and emotional state. In face-to-face education, the educator can follow the student visually throughout the lesson and can observe his emotional state. One of the most important disadvantages of distance learning is that the emotional state of the student cannot be followed instantly. In addition, the processing time of emotion detection, in which real-time emotion detection will be performed, should be short. In this study, a method for emotion recognition is proposed by using distance and slope information between facial landmarks. In addition, the feature size was reduced by detecting only those that are effective for emotion recognition among the distance and slope information with statistical analysis. According to the results obtained, the proposed method and feature set achieved 86.11% success. In addition, the processing time is at a level that can be used in distance learning and can detect real-time emotion.
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Sun, Yang, and Shaoze Wang. "Study on the Distance Learners’ Academic Emotions Using Online Learning Behavior Data." Mobile Information Systems 2022 (August 28, 2022): 1–12. http://dx.doi.org/10.1155/2022/9785591.
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In recent years, computer vision, artificial intelligence, machine learning, and other high-tech technologies have advanced rapidly. These strategies lay a new technical foundation for online learning and intelligent education by making it easier to promote the scientific, intelligent, and data-driven growth of learners’ academic emotions. However, at present, online learning can better make up for the shortcomings of traditional learning and enable people to realize distance learning. However, as an important indicator, learners’ learning emotion has a direct impact on learners’ learning quality and effect. Therefore, this paper analyzes distance learners’ academic emotions based on online learning behavior data. It extracts online learning behavior data by using a deep learning algorithm and multimodal weighted feature fusion based on DS (Dempster-Shafer) evidence theory, establishing distance learners’ academic cognition motivation model, and constructs an online learning emotion measurement framework. Finally, it is determined through a correlation study of distance learners’ academic emotions and learning impacts those learners’ academic emotions in class. It will have a beneficial influence on learning since learners’ academic emotion is favorably connected with instructors’ emotion, and learners’ addition, deletion, and modification behavior is positively correlated with learners’ academic emotion.
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이영옥 and Byunghwan Lee. "Structural Relationships of Undergraduates' Creativity, Learning Emotion, Motivation and Learning Behavior." Journal of Education & Culture 24, no. 3 (June 2018): 87–104. http://dx.doi.org/10.24159/joec.2018.24.3.87.
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BÜLBÜL, Ali Haydar, and Abdullah KUZU. "Emotional Design of Educational Animations: Effects on Emotion, Learning, Motivation and Interest." Participatory Educational Research 8, no. 3 (August 1, 2021): 344–55. http://dx.doi.org/10.17275/per.21.69.8.3.
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Kupfermann, Irving. "Reward: Wanted – a better definition." Behavioral and Brain Sciences 23, no. 2 (April 2000): 208. http://dx.doi.org/10.1017/s0140525x00382425.
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Rolls's book depends significantly on a definition relating emotion to reward and learning. This definition confuses two separable concepts, and may result in the exclusion of notions of emotion and motivation from lower animals that may possess limited learning capacities. A more useful definition might revolve around the notion that emotions are states that function to optimize the performance of behavior.
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Gomes, Gilzamir Ferreira, Creto Augusto Vidal, Joaquim Bento Cavalcante Neto, and Yuri Lenon Barbosa Nogueira. "An Autonomous Emotional Virtual Character: An Approach with Deep and Goal-Parameterized Reinforcement Learning." Journal on Interactive Systems 11, no. 1 (October 9, 2020): 27–44. http://dx.doi.org/10.5753/jis.2020.751.
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We have developed an autonomous virtual character guided by emotions. The agent is a virtual character who lives in a three-dimensional maze world. We found that emotion drivers can induce the behavior of a trained agent. Our approach is a case of goal parameterized reinforcement learning. Thus, we create conditioning between emotion drivers and a set of goals that determine the behavioral profile of a virtual character. We train agents who can randomly assume these goals while trying to maximize a reward function based on intrinsic and extrinsic motivations. A mapping between motivation and emotion was carried out. So, the agent learned a behavior profile as a training goal. The developed approach was integrated with the Advantage Actor-Critic (A3C) algorithm. Experiments showed that this approach produces behaviors consistent with the objectives given to agents, and has potential for the development of believable virtual characters.
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Järvenoja, Hanna, Sanna Järvelä, and Jonna Malmberg. "Supporting groups’ emotion and motivation regulation during collaborative learning." Learning and Instruction 70 (December 2020): 101090. http://dx.doi.org/10.1016/j.learninstruc.2017.11.004.
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Sano Nakao, Naoko, and Hayo Reinders. "“This Is the End.” A Case Study of a Japanese Learner’s Experience and Regulation of Anxiety." Education Sciences 12, no. 1 (January 4, 2022): 25. http://dx.doi.org/10.3390/educsci12010025.
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This study investigates the role of emotions in second language learning, in particular, that of anxiety. Research has shown that positive and negative emotions are interrelated and that negative emotions are negatively correlated with motivation. It is, therefore, important to investigate how learners regulate their emotions. In this case study, one learner was closely observed over a period of 13 years. This learner claims that he has been feeling strong anxiety while learning English, but also that his negative emotion was the source of motivation to proactively study the language. The research used three types of data: (a) language learning historical records, (b) in-depth interviews, and (c) two questionnaires: the Foreign Language Classroom Anxiety Scale and the Strategy Inventory for Language Learning questionnaire. The results reveal the intense experience of the learner’s emotions, as well as the significant shifts therein. It also unearths some of the sources of his emotional experiences and how he regulated these experiences. An important observation was the positive contribution that negative emotions had on some aspects of the participant’s learning.
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LEONG, DENNIS CHAN PAUL. "EMOTIONAL STABILITY AND MOTIVATION OF 21ST CENTURY LEARNERS: A COMPARATIVE REVIEW OF LEARNING THEORIES." Quantum Journal of Social Sciences and Humanities 3, no. 6 (December 1, 2022): 68–80. http://dx.doi.org/10.55197/qjssh.v3i6.190.
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The education model in the 21st century shall be learner-centered. Learners are expected to be independent to engage in self-directed learning with the integration of technological tools in developing necessary 21st century skills. However, the foundation of this education model shall not be neglected as positive emotion and motivation are the determinants of achieving the desired outcomes. The researcher applied a comparative review method to contrast the three learning theories, namely (1) humanistic theory (2) social constructivism theory, and (3) self-determination theory which are significant in the self-directed learning context. The inference of these theories on personal and social development, emotional stability, as well as the motivation of learners in the 21st century was also examined in this paper. The outcomes of this review paper benefit educators in the curriculum and pedagogy design, as well as aid researchers in understanding phenomena and formulating appropriate research frameworks for future studies. For understanding emotional stability and motivation among the 21st century learners, the researcher concluded that the humanistic aspect of learning shall not be compromised. Furthermore, the cause-and-effect of the emotion and motivation constructs deserves a more detailed empirical investigation.
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Wang, Xun. "Influences of Learning Emotion on Learning Outcome in Online Teaching Mode." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (April 26, 2022): 126–39. http://dx.doi.org/10.3991/ijet.v17i08.30459.
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Online learning becomes one of the major learning modes and ways of learners due to the comprehensive integration of Internet and artificial intelligence (AI) technology into the education field. Users who adopt online and mobile learning mode present explosive growth. Due to free of time and space limits like traditional classroom teaching and possessing of rich education video resources, online learning is attracting many learners to engage in studies independently. In the future, intelligent and individualized online education development shall pay more attention to influence factors of learners’ learning outcomes, especially learning emotion of learners, except for knowledge teaching and acceptance. In this study, a questionnaire concerning influences of learning emotion of learners on learning outcome was designed based on existing studies. Learning emotion of learners influences learning outcome through four aspects, including learning interest, learning attitude, learning belief and learning motivation. Results demonstrate that learning interest, learning attitude and learning motivations can improve learning outcomes significantly. There are significant differences of learning outcomes among different grades and the latest comprehensive assessment levels. Conclusions can provide important references for universities to make scientific reforms in online teaching mode to increase learning experiences of learners.
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Wang, Xun. "Influences of Learning Emotion on Learning Outcome in Online Teaching Mode." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (April 26, 2022): 126–39. http://dx.doi.org/10.3991/ijet.v17i08.30459.
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Online learning becomes one of the major learning modes and ways of learners due to the comprehensive integration of Internet and artificial intelligence (AI) technology into the education field. Users who adopt online and mobile learning mode present explosive growth. Due to free of time and space limits like traditional classroom teaching and possessing of rich education video resources, online learning is attracting many learners to engage in studies independently. In the future, intelligent and individualized online education development shall pay more attention to influence factors of learners’ learning outcomes, especially learning emotion of learners, except for knowledge teaching and acceptance. In this study, a questionnaire concerning influences of learning emotion of learners on learning outcome was designed based on existing studies. Learning emotion of learners influences learning outcome through four aspects, including learning interest, learning attitude, learning belief and learning motivation. Results demonstrate that learning interest, learning attitude and learning motivations can improve learning outcomes significantly. There are significant differences of learning outcomes among different grades and the latest comprehensive assessment levels. Conclusions can provide important references for universities to make scientific reforms in online teaching mode to increase learning experiences of learners.
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Lestari, Ika, Maman Suryaman, and Nina Puspitaloka. "STUDENTS’ EXPERIENCES ON ENGLISH LEARNING CLASS DURING ONLINE LEARNING: NARRATIVE INQUIRY." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 354. http://dx.doi.org/10.22460/project.v5i2.p354-359.
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This narrative study aims to explore the students' motivational experience of two English education students in Indonesia during the COVID-19 pandemic. The research was conducted by using a qualitative approach and narrative inquiry method. The research participants were two students second and fourth semester at the university of Singaperbangsa Karawang. To collect the data, researchers used were interviews. Drawing on semi-structured interview data, we found the prevalence of online courses affected students' emotions and motivation. Both participants experienced emotions and motivation facing the online courses. The study stresses the students’ experience, emotional experiences during online class, and factors that motivated learning. Keywords: Online learning, English Learning, Students’ Experiences
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Jain, Shikha, and Krishna Asawa. "EMIA: Emotion Model for Intelligent Agent." Journal of Intelligent Systems 24, no. 4 (December 1, 2015): 449–65. http://dx.doi.org/10.1515/jisys-2014-0071.
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AbstractEmotions play a significant role in human cognitive processes such as attention, motivation, learning, memory, and decision making. Many researchers have worked in the field of incorporating emotions in a cognitive agent. However, each model has its own merits and demerits. Moreover, most studies on emotion focus on steady-state emotions than emotion switching. Thus, in this article, a domain-independent computational model of emotions for intelligent agent is proposed that have modules for emotion elicitation, emotion regulation, and emotion transition. The model is built on some well-known psychological theories such as appraisal theories of emotions, emotion regulation theory, and multistore human memory model. The design of the model is using the concept of fuzzy logic to handle uncertain and subjective information. The main focus is on primary emotions as suggested by Ekman; however, simultaneous elicitation of multiple emotions (called secondary emotion) is also supported by the model.
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He, Wenjie, Guoxiu Tian, Qiong Li, Laura B. Liu, and Jingtian Zhou. "Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China." Sustainability 14, no. 19 (October 6, 2022): 12727. http://dx.doi.org/10.3390/su141912727.
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Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.
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Holzer, Julia, Marko Lüftenegger, Selma Korlat, Elisabeth Pelikan, Katariina Salmela-Aro, Christiane Spiel, and Barbara Schober. "Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being." AERA Open 7 (January 2021): 233285842110031. http://dx.doi.org/10.1177/23328584211003164.
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In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.
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Guo, Chutian. "The Neural Mechanism of Positive Emotion and the Effect of AI + Education on It." International Journal of e-Education, e-Business, e-Management and e-Learning 10, no. 3 (2020): 274–82. http://dx.doi.org/10.17706/ijeeee.2020.10.3.274-282.
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Cognitive psychology, represented by the expansion-construction theory, believes that positive emotions can broaden the scope of cognition, promote cognitive processes such as creative problem solving, executive control, cognitive flexibility, attention and decision-making. However, they cannot explain the phenomena in some experiments that are contrary to this conclusion. Thus, the motivational dimension model came into being. The theory believes that the effect of emotion on cognition is related to the motivation of emotion rather than its valance. After combing the literatures, it was found that dopamine mediates the positive emotions promoting cognitive activities. The activation of frontal lobe, anterior cingulate cortex, orbitofrontal cortex, hippocampus and amygdala are all the brain mechanisms for positive emotions. Looking ahead, further research on neurophysiological mechanisms will promote scholars’ more comprehensive and profound understanding of positive emotions. AI + education refers to the deep integration and development of artificial intelligence and education, taking the application of artificial intelligence based on education scenes as the path to promote education equity, improve education quality and realize education personalization. It can better perceive students' dynamic learning path and emotional change, and the teaching effect is better.
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Holzer, Julia, Selma Korlat, Christian Haider, Martin Mayerhofer, Elisabeth Pelikan, Barbara Schober, Christiane Spiel, et al. "Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation." PLOS ONE 16, no. 5 (May 12, 2021): e0251352. http://dx.doi.org/10.1371/journal.pone.0251352.
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The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.
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Malcik, Martin, and Miroslava Miklosikova. "Study Results of University Students in the Context of Experiencing Positive Emotions, Satisfaction and Happiness." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (December 6, 2019): 261. http://dx.doi.org/10.3991/ijet.v14i23.10882.
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An optimal motivation for learning is one of the fundamental prerequisites for study success, it is therefore understandable that experts are still looking for additional ways to positively influence university students in this field. One option is the coherent and deliberate use of the close interdependence of motivational and emotional processes. In our reflections, we assume that the low motivation level of university students to learn can be caused by their dissatisfaction with certain areas of their lives. The emotions that they experience may prevent them from experiencing the enjoyment of learning, negatively influence attention, concentration, and will, which reflects in their lack of interest and even indifference to learning activities and consequently in deterioration of their learning outcomes. To find out how the students of the VSB – Technical University of Ostrava are satisfied with selected areas of their lives, we presented them with a series of ten consecutive stimuli (one stimulus = a pictogram and a descriptive word) that represented the domains of health – interpersonal relationships – studies – finances – personality characteristics. During the time the student followed the given stimuli, we measured their galvanic skin response (GSR) and in this manner followed the physiological manifestations of their emotions. After completing the measurement, the student completed a non-anonymous questionnaire in which they were required to comment on the quality of the emotion they felt during each stimulus. We compared the obtained data with the study success and verified potential dependencies.
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Iqbal, Javed, Muhammad Zaheer Asghar, Muhammad Azeem Ashraf, and Xie Yi. "The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19." Behavioral Sciences 12, no. 1 (January 13, 2022): 14. http://dx.doi.org/10.3390/bs12010014.
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Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students’ emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.
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Nakamura, Sachiko. "How I see it: An exploratory study on attributions and emotions in L2 learning." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 553–74. http://dx.doi.org/10.14746/ssllt.2018.8.3.2.
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Learners’ attributions have received increasing attention in second/foreign language (L2) learning. Studies have shown that how learners attribute their performance influences not only their self-efficacy, motivation, and goal attainment but also their emotions (Hsieh, 2012; Hsieh & Kang, 2010; Hsieh & Shallert, 2008; Weiner, 2000, 2014). This exploratory study investigated how Japanese adult learners of L2 English attributed changes in their L2 learning attitudes and motivation through a 10-week TOEIC preparation program. It also examined emotions expressed in their attributional statements and the differences between learners with lower and higher L2 proficiency. A content analysis of open-ended questionnaire responses suggested eight attributional categories: perceived L2 improvement, enjoyment, positive feelings, increased L2 exposure, realization of L2 needs and importance, effective L2 instruction, and praise from the teacher for positive changes in attitudes and/or motivation and perceived inefficient L2 skills for negative changes in attitudes and/or motivation. Enjoyment was an emotion the most frequently mentioned by both groups while other emotions, such as joy, happiness, and disappointment, were expressed only by the beginner learners. These results offer important implications for L2 pedagogy and prospects for further research in the area.
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ABBOU, Youssef. "THE INFLUENCE OF EMOTION ON COGNITIVE PROCESSES IN LEARNING CONTEXT." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 129–41. http://dx.doi.org/10.47832/2717-8293.1-3.11.
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Indeed, probing the learning and acquisition processes, and perfecting its methods in terms of acquiring knowledge, and achieving academic success from within the research in the psychology of intelligence in general, has been the main focus in modern psychology. But aside from this early interest in the relationship of intelligence, in general terms, with cognitive competencies and school learning, has been officially recognized as a field of study during the nineties of the last century of the great impact and influence of emotional factors helped achieve compatibility and played a major role in academic success. Hence, the significance of this work is to highlight the importance of emotional factors and their role in motivating the students and enabling them to be aware of thier mental capabilities and cognitive competencies, emphasizing the need to focus on the positive aspects of thier cognitive processes, and all that is nourished and saturated with pedagogical practices and (didactic) teaching methods. As a result intimidation and frustration are replaced by encouragement, dialogue and flexibility reject repression. Toughness and isolation let the floor for interaction and participation. Positivity becomes one the main goals that we seek to achieve through this work in order to emphasize the importance of student’s motivation, the necessity of educational motivational communication, the attractiveness of the cognitive material in school subjects, as well as giving importance to the student and make him the center of the teaching-learning process so that he becomes self-independent ,free and able to be more creative while thinking. While the general problematic of this research - which takes cognitive psychology as its background, and positive psychology its theoretical model - can be summarized in determining the nature of the relationship between emotiona and learning, and how emotional variables and affects states effect the student’s learning and acquisition process.
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ABBOU, Youssef. "THE INFLUENCE OF EMOTION ON COGNITIVE PROCESSES IN LEARNING CONTEXT." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 129–41. http://dx.doi.org/10.47832/2717-8293.1-3.11.
Full textAbstract:
Indeed, probing the learning and acquisition processes, and perfecting its methods in terms of acquiring knowledge, and achieving academic success from within the research in the psychology of intelligence in general, has been the main focus in modern psychology. But aside from this early interest in the relationship of intelligence, in general terms, with cognitive competencies and school learning, has been officially recognized as a field of study during the nineties of the last century of the great impact and influence of emotional factors helped achieve compatibility and played a major role in academic success. Hence, the significance of this work is to highlight the importance of emotional factors and their role in motivating the students and enabling them to be aware of thier mental capabilities and cognitive competencies, emphasizing the need to focus on the positive aspects of thier cognitive processes, and all that is nourished and saturated with pedagogical practices and (didactic) teaching methods. As a result intimidation and frustration are replaced by encouragement, dialogue and flexibility reject repression. Toughness and isolation let the floor for interaction and participation. Positivity becomes one the main goals that we seek to achieve through this work in order to emphasize the importance of student’s motivation, the necessity of educational motivational communication, the attractiveness of the cognitive material in school subjects, as well as giving importance to the student and make him the center of the teaching-learning process so that he becomes self-independent ,free and able to be more creative while thinking. While the general problematic of this research - which takes cognitive psychology as its background, and positive psychology its theoretical model - can be summarized in determining the nature of the relationship between emotiona and learning, and how emotional variables and affects states effect the student’s learning and acquisition process.
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Prével, Arthur, Vincent Hoofs, and Ruth M. Krebs. "Effect of non-instructed instrumental contingency of monetary reward and positive affect in a cognitive control task." Royal Society Open Science 8, no. 8 (August 2021): 202002. http://dx.doi.org/10.1098/rsos.202002.
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In recent years, we observed a strong interest in the influence of motivation and emotion on cognitive control. Prior studies suggest that the instrumental contingency between a response and a rewarding or affective stimulus is particularly important in that context—which is resonating with observations in the associative learning literature. However, despite this overlap, and the relevance of non-instructed learning in real life, the vast majority of studies investigating motivation–cognition interactions use direct instructions to inform participants about the contingencies between responses and stimuli. Thus, there is little experimental insight regarding how humans detect non-instructed contingencies between their actions and motivational or affective outcomes, and how these learned contingencies come to influence cognitive control processes. In an attempt to close this gap, the goal of the present study was to test the effect of non-instructed contingent and non-contingent outcomes (i.e. monetary reward and positive affective stimuli) on cognitive control using the AX-continuous performance task (AX-CPT) paradigm. We found that entirely non-instructed contingencies between responses and positive outcomes (both monetary and affective ones) led to significant performance improvement. The present results open new perspectives for studying the influence of motivation and emotion on cognitive control at the insertion with associative learning.
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Matteson, Miriam L. "The Whole Student: Cognition, Emotion, and Information Literacy." College & Research Libraries 75, no. 6 (November 1, 2014): 862–77. http://dx.doi.org/10.5860/crl.75.6.862.
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Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students’ information literacy scores. Two studies were carried out with a group of undergraduate students. Correlation and regression analyses revealed that emotional intelligence and motivation significantly predicted students’ information literacy scores. Instruction librarians may consider incorporating greater awareness of the emotional and cognitive aspects of information literacy skill acquisition in their instructional content and delivery.
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Yamin, Taisir Subhi, Heinz Neber, Sandra K. Linke, Nathan C. Hall, Thomas Goetz, Jamie L. Taxer, and Heinz Neber. "The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction." Gifted and Talented International 27, no. 2 (September 2012): 81–83. http://dx.doi.org/10.1080/15332276.2012.11678397.
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Sun, Qing, Simeng Gu, and Jiongjiong Yang. "Context and Time Matter: Effects of Emotion and Motivation on Episodic Memory Overtime." Neural Plasticity 2018 (2018): 1–13. http://dx.doi.org/10.1155/2018/7051925.
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Previous studies have shown that compared with neutral cues, stimuli with positive and negative/stressful contexts or reward and punishment cues are remembered better. However, it is unclear whether the enhanced effect differs in emotion or motivation dimensions and the passage of time. We addressed these issues by manipulating different contextual cues for neutral words at different time intervals. In experiment 1, subjects were asked to learn words with picture contexts in positive, negative/stressful, and neutral valences and were tested by old/new word recognition and contextual judgment 10 min, 1 day, and 1 week later. In experiment 2, the reward and punishment motivations were manipulated by monetary cues during learning. Word recognition and contextual judgment were assessed 10 min, 1 day, 1 week, and 1 month after the study. Compared with negative and punishment conditions, the words in positive and reward contexts were recognized better at shorter intervals, which was associated with recollection process. In contrast, the words in negative and punishment contexts were recognized better at longer intervals, which was mainly associated with familiarity process. These results clarified how different dimensions of emotional and motivational contexts influence memory at short and long intervals and highlighted the role of contextual features in memory formation and consolidation.
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Tomicheva, Irina Valentinovna, Nataliya Aleksandrovna Khlybova, and Irina Viktorovna Girenko. "Verbal expression of emotions in the course of teaching foreign language." Филология: научные исследования, no. 5 (May 2020): 51–60. http://dx.doi.org/10.7256/2454-0749.2020.5.31398.
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The subject of this research is identification of emotions based on verbal expressions. The studies dedicated to verbal expression of emotions mostly provide description and classification to the lexicon that reduce studying to semantic and mental capabilities of the phenomenon. The nature and influence of emotional states upon learning a language remain insufficiently studied. Emotional response is able to change the course of cognitive processes. Feelings and mood can greatly affect learning of a foreign language. In the process of emotive-empathic interaction, teacher and student exchange emotions. Success of the process directly depends on the proper emotional mutual perception. Another goal of this research is to determine verbal traces related to negative emotions. The author uses an empirical method of research, such as scientific observation over the behavior if students and teacher, recording the results of such observations. The scientific novelty consists in determination of the influence of emotion of students upon the reception of learning material. Positive emotions are the elements of motivation, while negative are the factors of demotivation. The presented research is a first step in using emotions, emerging in the course of study, aimed at formation of metacognitive skills of the students. The obtained conclusions may be valuable for educators to predict the expression of emotions in accordance with the learning goals and resources.
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Winne, Phil. "Paradigmatic Issues in State-of-the-Art Research Using Process Data." Frontline Learning Research 6, no. 3 (August 16, 2019): 250–58. http://dx.doi.org/10.14786/flr.v6i3.551.
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Learning science is enthusiastically adopting new instruments to gather physiological and other forms of event data to represent mental states and series of them that reflect processes. In an attempt to provoke more thought about this kind of research, I suggest paradigmatic issues relating to data, analyses of them and interpretations of results. I advocate we not label these data as “objective.” Instead, we share a subjective interpretation of them. I argue propositions about validity need more nuance. Bounds on generalization related to so-called ecological validity are rarely empirically justified. When researchers transform raw data before analysis and when analytic methods partition variance, interpretations of results omit key qualifications. I posit emotion and motivation be positioned in theory as moderators rather than mediators because agentic, self-regulating learners make and revise knowledge by choosing forms of cognitive engagement in a context where they interpret arousal. I note that researchers’ anchor interpretations of process data in learners’ accounts. This creates a tautology that troubles usual notions of reliability. Finally, I recommend research involving process data turn more toward helping learners identify conditions of learning that spark arousal so learners can regulate motivation and emotion. This leads to a surprise: Treating learners as individuals and helping them identify triggers of arousal may recommend learning science cast emotions and motivation as epiphenomena.
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Kamenická, Jana. "Apple Tree Model of Emotion-Involved Processing: Videos for Emotions and Foreign Language Learning." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 103–16. http://dx.doi.org/10.15503/jecs2021.1.103.116.
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Aim. The primary aim of this paper is to present and discuss the Apple-Tree Model of Emotion-Involved Processing in the context of foreign language learning with regard to didactic, neuroscientific, and psychological viewpoints. The proposed model mirrors theories which emphasize the role of emotional experiencing in the process of learning and relate it to the enhancement of cognitive processes. The secondary aim of this paper is to propose examples of application of these theories and recent research findings – with the use of videos in foreign language learning both inside and outside of the classes. Methods. Along with several others, two studies (an action research and experiment), dealing with the role of emotional engagement and positive emotional stimuli, are discussed in more detail. Concerning the action research (Kamenická & Kováčiková, 2019), the subjects of this study were 31 non-native teenage secondary grammar school EFL learners (i.e., 17-18 years old). In this study, the role of emotional engagement in foreign language learning was observed – with regard to learners of various learning styles. Concerning the experiment (Kráľová, Kamenická, & Tirpáková, submitted for publication), it provided both quantitative and qualitative data. Its subjects were 82 non-native first-year university EFL students (i.e., 18-19 years old). The effect of application of positive emotional stimuli during the foreign language classes was observed – with regard to research participants’ vocabulary retention, emotional experiencing, and their autonomic stress response. The qualitative data gathered dealt with research participants’ subjective perception of emotionally competent stimuli applied, vocabulary recall, and experimental classes as such. Results. The analysis of the qualitative data suggests that emotional engagement leads to better motivation to learn among learners, including the reluctant ones. Moreover, the research outcomes suggest that emotionally competent stimuli might be considered as a universal key, when it comes to engagement of learners of various learning styles. Furthermore, the qualitative data analysis also indicates that learners especially appreciate learning the foreign language through topics which are not usually part of school curriculum. The statistical data analysis indicates that positive emotional experiences lead to the increase of both foreign language enjoyment and learners’ foreign language vocabulary retention. Conclusions. The research findings suggest that positive emotional stimulation of FL learners might lead to their increased motivation for learning as well as to better retention of new language items. Furthermore, they also confirm the significant role of the teacher in terms of regulation and responsibility for the learning atmosphere. As nowadays, the FL learning does not take place in classes only, the teachers’ managerial guidance and direction of learners becomes essential more than ever. With regard to these findings, several ideas how to guide learners’ FL learning both inside and outside of class, are proposed – with the use of videos, which are staggeringly omnipresent in everyday lives of nowadays’ society.
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Crisol Moya, Emilio, Vanesa Gámiz Sánchez, and María Asunción Romero López. "University Students’ Emotions When Using E-Portfolios in Virtual Education Environments." Sustainability 13, no. 12 (June 21, 2021): 6973. http://dx.doi.org/10.3390/su13126973.
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This paper is based on a study that aims to understand the emotions students feel when they use the e-portfolio to manage their learning and assessment. The sample was composed of 358 students, and the instrument used was an ad hoc questionnaire. The students were asked to indicate the degree to which they experienced a set of emotions when using the e-portfolio. From the results obtained, it can be concluded that positive emotions are foremost and above average, ranked as follows from strongest to weakest: freedom, motivation, curiosity, and inquiry. The students evaluated negative emotions (disorientation and waste of time) as experienced less strongly. The results point out that younger students feel more comfortable with the use of technologies and specifically with the e-portfolio. In addition, men experienced the emotion “freedom” more than women. On the other hand, students in the third year of their respective degree programs experienced “freedom”, “curiosity”, and “inquiry” when using the e-portfolio to manage their learning. A clear relationship thus exists between emotions, motivation, and e-portfolio use, which appears to confirm that work in virtual contexts with this strategy stimulates student motivation.
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Awan, Amna Waheed, Syed Muhammad Usman, Shehzad Khalid, Aamir Anwar, Roobaea Alroobaea, Saddam Hussain, Jasem Almotiri, Syed Sajid Ullah, and Muhammad Usman Akram. "An Ensemble Learning Method for Emotion Charting Using Multimodal Physiological Signals." Sensors 22, no. 23 (December 4, 2022): 9480. http://dx.doi.org/10.3390/s22239480.
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Emotion charting using multimodal signals has gained great demand for stroke-affected patients, for psychiatrists while examining patients, and for neuromarketing applications. Multimodal signals for emotion charting include electrocardiogram (ECG) signals, electroencephalogram (EEG) signals, and galvanic skin response (GSR) signals. EEG, ECG, and GSR are also known as physiological signals, which can be used for identification of human emotions. Due to the unbiased nature of physiological signals, this field has become a great motivation in recent research as physiological signals are generated autonomously from human central nervous system. Researchers have developed multiple methods for the classification of these signals for emotion detection. However, due to the non-linear nature of these signals and the inclusion of noise, while recording, accurate classification of physiological signals is a challenge for emotion charting. Valence and arousal are two important states for emotion detection; therefore, this paper presents a novel ensemble learning method based on deep learning for the classification of four different emotional states including high valence and high arousal (HVHA), low valence and low arousal (LVLA), high valence and low arousal (HVLA) and low valence high arousal (LVHA). In the proposed method, multimodal signals (EEG, ECG, and GSR) are preprocessed using bandpass filtering and independent components analysis (ICA) for noise removal in EEG signals followed by discrete wavelet transform for time domain to frequency domain conversion. Discrete wavelet transform results in spectrograms of the physiological signal and then features are extracted using stacked autoencoders from those spectrograms. A feature vector is obtained from the bottleneck layer of the autoencoder and is fed to three classifiers SVM (support vector machine), RF (random forest), and LSTM (long short-term memory) followed by majority voting as ensemble classification. The proposed system is trained and tested on the AMIGOS dataset with k-fold cross-validation. The proposed system obtained the highest accuracy of 94.5% and shows improved results of the proposed method compared with other state-of-the-art methods.
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Suhaimi, Nazmi Sofian, James Mountstephens, and Jason Teo. "EEG-Based Emotion Recognition: A State-of-the-Art Review of Current Trends and Opportunities." Computational Intelligence and Neuroscience 2020 (September 16, 2020): 1–19. http://dx.doi.org/10.1155/2020/8875426.
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Emotions are fundamental for human beings and play an important role in human cognition. Emotion is commonly associated with logical decision making, perception, human interaction, and to a certain extent, human intelligence itself. With the growing interest of the research community towards establishing some meaningful “emotional” interactions between humans and computers, the need for reliable and deployable solutions for the identification of human emotional states is required. Recent developments in using electroencephalography (EEG) for emotion recognition have garnered strong interest from the research community as the latest developments in consumer-grade wearable EEG solutions can provide a cheap, portable, and simple solution for identifying emotions. Since the last comprehensive review was conducted back from the years 2009 to 2016, this paper will update on the current progress of emotion recognition using EEG signals from 2016 to 2019. The focus on this state-of-the-art review focuses on the elements of emotion stimuli type and presentation approach, study size, EEG hardware, machine learning classifiers, and classification approach. From this state-of-the-art review, we suggest several future research opportunities including proposing a different approach in presenting the stimuli in the form of virtual reality (VR). To this end, an additional section devoted specifically to reviewing only VR studies within this research domain is presented as the motivation for this proposed new approach using VR as the stimuli presentation device. This review paper is intended to be useful for the research community working on emotion recognition using EEG signals as well as for those who are venturing into this field of research.
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Rolls, Edmund T. "Précis of The brain and emotion." Behavioral and Brain Sciences 23, no. 2 (April 2000): 177–91. http://dx.doi.org/10.1017/s0140525x00002429.
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The topics treated in The brain and emotion include the definition, nature, and functions of emotion (Ch. 3); the neural bases of emotion (Ch. 4); reward, punishment, and emotion in brain design (Ch. 10); a theory of consciousness and its application to understanding emotion and pleasure (Ch. 9); and neural networks and emotion-related learning (Appendix). The approach is that emotions can be considered as states elicited by reinforcers (rewards and punishers). This approach helps with understanding the functions of emotion, with classifying different emotions, and in understanding what information-processing systems in the brain are involved in emotion, and how they are involved. The hypothesis is developed that brains are designed around reward-and punishment-evaluation systems, because this is the way that genes can build a complex system that will produce appropriate but flexible behavior to increase fitness (Ch. 10). By specifying goals rather than particular behavioral patterns of responses, genes leave much more open the possible behavioral strategies that might be required to increase fitness. The importance of reward and punishment systems in brain design also provides a basis for understanding the brain mechanisms of motivation, as described in Chapters 2 for appetite and feeding, 5 for brain-stimulation reward, 6 for addiction, 7 for thirst, and 8 for sexual behavior.
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Pekic, Jasmina, Sanja Batic-Ocovaj, Kristina Petrovic, Iva Konc, and Petar Vrgovic. "“It was the best of times, it was the worst of times”: A tale of motivational-affective aspects of teaching during the 2020-2021 COVID-19 pandemic in Serbia." Psihologija, no. 00 (2022): 16. http://dx.doi.org/10.2298/psi210616016p.
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In order to shed light on the intrapersonal mechanisms that underlie the teaching in the blended learning environment, which implies the integration of complementary face-to-face and online approaches, we focused on the relationship between teachers? self-efficacy and motivation for teaching, with reference to the mediating role of teachers? emotional experiences. The sample included 341 subject teachers from Serbian primary schools, who use the blended learning model in teaching (84% female; average age 43.97years). The Teachers' Sense of Efficacy Scale, Emotions in Teaching Inventory -Revised, and Autonomous Motivation for Teaching Scale were used to examine the variables of interest. The overall fit of the mediated model to the data was adequate, confirming the mediating role of teachers? emotions in the relationship between the studied motivational constructs. The results indicate that the motivation for teaching in a blended learning environment relies on self-efficacy in instructional strategies and self-efficacy in classroom management, which partially act through the emotions concerning the experience of tension.
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Diogo, Paula, Madalena Oliveira, Patricia Baltar, and Hugo Martins. "Emotional Competence in a Gender Perspective: The Experiences of Male Nursing Students in the Sexual and Reproductive Health Clinical Teaching." Global Research in Higher Education 2, no. 1 (February 22, 2019): 71. http://dx.doi.org/10.22158/grhe.v2n1p71.
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<em>In the Nursing Degree clinical teaching, gender stereotypes can influence the emotional experience of male students, with implications on their learning and competence’s development in a health care area that is predominantly female, since it is consensual that the emotional dimension of learning can stipulate the experiences of caring. The development of emotional competence promotes a greater capacity for adaptive resilience in the face of stressful situations; consequently, to be emotionally competent is to be able to find solutions in internal resources that emerge from emotions (especially its management) and from the motivation of each individual. This interrelation between emotions and gender prompts the understanding of the male nursing students’ emotional experience of provision of care in sexual and reproductive health. In order to understand this phenomenon, is proposed a research project with a qualitative approach, exploratory and descriptive. The data will be obtained from narratives written by nursing degree male student and also from clinical teaching supervisor nurses. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching.</em>
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Alrabai, Fakieh. "The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research." Arab World English Journal 11, no. 4 (December 15, 2020): 31–49. http://dx.doi.org/10.24093/awej/vol11no4.3.
Full textAbstract:
This paper provides a broad critical review of the research that examined the emotional factors such as learners’ attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research—particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.