The influence of learners' emotional states when learning with self-generated learning activities. A meaningful combination?

Autor/in	Navratil, Sabrina Dominique
Titel	The influence of learners' emotional states when learning with self-generated learning activities. A meaningful combination?
Quelle	Mannheim (2018), VII, 192 S.Verfügbarkeit Dissertation, Universität Mannheim, 2018.
Beigaben	Diagramme
Sprache	deutsch; englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Empirische Untersuchung; Experimentelle Untersuchung; Likert-Fragebogen; Skalierung; Emotion; Kognitiver Prozess; Konzentrationsfähigkeit; Testtheorie; Testverfahren; Lernerfolg; Aktives Lernen; Lernen; Lernmotivation; Selbstständiges Lernen; Frage; Computerunterstützter Unterricht; Einflussfaktor; Hochschulschrift; Instruktion; Student; Deutschland; Mannheim
Abstract	This dissertation addresses the question of how emotional states influence learning with applied learning strategies, which are defined as self-generated learning (SGL) activities in order to emphasize the active generation process during learning essential to them. SGL activities are characterized by their focus on helping learners actively construct new information from instructional material by supporting meaningful learning processes, such as the organization of information and the integration of prior knowledge. The studies that make up this dissertation focus on two different kinds of SGL activities. Elaborative interrogations are 'how' and 'why' questions that are specifically formulated to focus on the main concepts of the instructional material and are answered by learners during the learning phase. The self-generated drawing strategy asks learners to create drawings of the most essential concepts in a text they are reading. Consequently, because of the more active processing of the instructional material compared to reading, it is argued that learning with an SGL activity leads to a deeper level of understanding and a better learning outcome. However, there might be additional factors, like learners' emotional states, that influence this learning effect. Since learning via SGL activities is argued to be a productive task that requires a high motivation to learn with more cognitive flexibility and by drawing inferences, a positive emotional state might be supportive. By comparison, learning by reading is a more reproductive task that requires localised attention to understand the learning topic, and is more likely to be accompanied by a negative emotional state. To investigate this theory, three main studies were conducted inducing different emotional states when learning with different SGL activities. In designing the studies, two different induction procedures were used: an external technique which involved viewing emotionally valence-loaded film segments, and an internal technique involving emotional design within the instructional material. The external induction procedure was pre-tested in detail by conducting a preliminary study (Study 1) to select two appropriate film segments; the different emotional designs were also pre-tested in a preliminary study (included in Study 4). In addition, two different SGL activities were used. The external induction procedure induced either a positive or a negative emotional state, followed by learning with either elaborative interrogations (Study 2) or the self-generated drawing strategy (Study 3) in comparison to reading. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/4