Does Gender Influence Emotions Resulting from Positive Applause Feedback in Self-Assessment Testing? Evidence from Neuroscience

Autor/inn/en	Liu, Chia-Ju; Huang, Chin-Fei; Liu, Ming-Chi; Chien, Yu-Cheng; Lai, Chia-Hung; Huang, Yueh-Min
Titel	Does Gender Influence Emotions Resulting from Positive Applause Feedback in Self-Assessment Testing? Evidence from Neuroscience
Quelle	In: Educational Technology & Society, 18 (2015) 1, S.337-350 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Gender Differences; Feedback (Response); Diagnostic Tests; Hypothesis Testing; Emotional Response; Computer Assisted Testing; Self Evaluation (Individuals); Learning Motivation; College Students; Neurosciences; Mathematics; Problem Solving; Independent Study; Learning Processes; Physiology; Teaching Methods; Foreign Countries; Anxiety; Scores; Statistical Analysis; Pretests Posttests; Questionnaires; Taiwan; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Diagnostic test; Diagnostischer Test; Hypothesenprüfung; Hypothesentest; Emotionales Verhalten; Motivation for studies; Lernmotivation; Collegestudent; Neuroscience; Neurowissenschaften; Neurowissenschaft; Mathematik; Problemlösen; Selbststudium; Learning process; Lernprozess; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Angst; Statistische Analyse; Fragebogen
Abstract	Computerized self-assessment testing can help learners reflect on learning content and can also promote their motivation toward learning. However, a positive affective state is the key to achieving these learning goals. This study aims to examine learning gains and emotional reactions resulting from receiving emotional feedback in the form of applause during computerized self-assessment testing of university students. The participants were asked to solve mathematics problems in a computer-assisted self-assessment system with or without prerecorded applause as emotional feedback while EEG measurements were taken. Using psychological evidence from neuroscience technology, we tested the hypothesis that the part of the brain that generates feelings of reward is more active in male students than in female students during computer-assisted self-assessment testing. The results of this study provide support for the belief that it is useful to reduce negative emotional states in students by using emotional reactions such as applause during computer-assisted self-assessment testing, especially in the case of male students. It is suggested that instructors may wish to create such a positive emotional self-assessment learning environment to encourage students to learn by themselves more efficiently. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01