0

Full Content is available to subscribers

Subscribe/Learn More  >

Assessing Students’ Emotional States: An Approach to Identify Lectures That Provide an Enhanced Learning Experience

[+] Author Affiliations
David A. Munoz, Conrad S. Tucker

The Pennsylvania State University, University Park, PA

Paper No. DETC2014-34782, pp. V003T04A006; 9 pages
doi:10.1115/DETC2014-34782
From:
  • ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 16th International Conference on Advanced Vehicle Technologies; 11th International Conference on Design Education; 7th Frontiers in Biomedical Devices
  • Buffalo, New York, USA, August 17–20, 2014
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-4634-6
  • Copyright © 2014 by ASME

abstract

The learning process is affected by various elements in the classroom. An enhanced learning experience can maximize students’ positive emotional states, and therefore, students’ learning achievements. Thus, identifying lectures that provide a superior learning experience is critical to improving students’ attention during classroom activities. In this paper, the authors propose a methodology that quantifies students’ emotional states in order to identify lectures that provide enhanced learning experiences. An attitudinal survey considering relevant emotional states in a classroom setting such as engagement, delight, interest, boredom, frustration, and confusion was used to evaluate students’ emotions and their intensities. Correlation analysis indicated that positive and negative emotions were strongly positively correlated (r > 0.6) and moderately positively correlated (r > 0.4) among them respectively. Confusion was found to be the emotional state with lowest correlation coefficients. On the other hand, engagement and boredom were strongly negatively related with a correlation coefficient of −0.74. Additionally, perceived teaching style was at least moderately correlated to each one of the students’ emotional states. Unexpectedly, perceived teaching style was not correlated to perceived difficulty of the lecture (r = −0.01). Finally, the authors demonstrated that the use of Value Path Graph (VPG) is useful to identify lectures that provide an enhanced learning experience on various dimensions.

Copyright © 2014 by ASME
Topics: Students

Figures

Tables

Interactive Graphics

Video

Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In