A Selective Meta-Analysis on the Relative Incidence of Discrete Affective States during Learning with Technology

Autor/in	D'Mello, Sidney
Titel	A Selective Meta-Analysis on the Relative Incidence of Discrete Affective States during Learning with Technology
Quelle	In: Journal of Educational Psychology, 105 (2013) 4, S.1082-1099 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032674
Schlagwörter	Meta Analysis; Incidence; Psychological Patterns; Technology Uses in Education; Middle School Students; High School Students; College Students; Adult Students; Effect Size; Hierarchical Linear Modeling; Foreign Countries; Australia; Canada; Philippines; United Kingdom; United States + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Vorkommen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Collegestudent; Adult; Adults; Erwachsenenalter; Ausland; Australien; Kanada; Philippinen; Großbritannien; USA
Abstract	The last decade has witnessed considerable interest in the investigation of the affective dimensions of learning and in the development of advanced learning technologies that automatically detect and respond to student affect. Identifying the affective states that students experience in technology-enhanced learning contexts is a fundamental question in this area. This article provides an initial attempt to answer this question with a selective meta-analysis of 24 studies that utilized a mixture of methodologies (online self-reports, online observations, emote-aloud protocols, cued recall) and affect judges (students themselves, untrained peers, trained judges) for fine-grained monitoring of 14 discrete affective states of 1,740 middle school, high school, college, and adult students in 5 countries. Affective states occurred over the course of interactions with a range of learning technologies, including intelligent tutoring systems, serious games, simulation environments, and simple computer interfaces. Standardized effect sizes of relative frequency, computed by comparing the proportional occurrence of each affective state to the other states in each study, were modeled with random-effects models. Engagement/flow was consistently found to be relatively frequent (d[subscript +] = 2.5), and contempt, anger, disgust, sadness, anxiety, delight, fear, and surprise were consistently infrequent, with d[subscript +] ranging from -6.5 to -0.78. Effects for boredom (d[subscript +] = 0.19), confusion (d[subscript +] = 0.12), curiosity (d+ = -0.10), happiness (d[subscript +] = -0.13), and frustration (d[subscript +] = -2.5) varied substantially across studies. Mixed-effects models indicated that the source of the affect judgments (self vs. observers) and the authenticity of the learning contexts (classroom vs. laboratory) accounted for greater heterogeneity than the use of advanced learning technologies and training time. Theoretical and applied implications of the findings are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01