Enriching Problem-Solving Followed by Instruction with Explanatory Accounts of Emotions

Autor/in	Sinha, Tanmay
Titel	Enriching Problem-Solving Followed by Instruction with Explanatory Accounts of Emotions
Quelle	In: Journal of the Learning Sciences, 31 (2022) 2, S.151-198 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinha, Tanmay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2021.1964506
Schlagwörter	College Students; Problem Solving; Instruction; Emotional Response; Scaffolding (Teaching Technique); Affective Behavior; Psychological Patterns; Foreign Countries; Cross Cultural Studies; Academic Achievement; Learning Processes; China; India; United States; Japan; South Korea + Suchen Sie Ihr Suchwort? Collegestudent; Problemlösen; Teaching process; Unterrichtsprozess; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Cultural comparison; Kulturvergleich; Schulleistung; Learning process; Lernprozess; Indien; USA; Korea; Republik
Abstract	Background: Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students' conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods: I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I via observable facial movements, (b) understand how the incidence and temporal dynamics of these states vary based on manipulating the problem-solving context with scaffolding strategies (failure-driven, success-driven, none) in an experimental study (N = 132), and (c) assess the extent to which affective states might explain learning. Findings: Students exposed to failure-driven scaffolding show exclusive dynamics comprising shame, a self-conscious emotion associated with metacognitive and cognitive benefits. Failure-driven scaffolding also creates opportunities for relatively greater emotional displays of knowledge emotions (e.g., surprise, interest). Hostile emotions differentially impact learning in PS-I, with the incidence of anger and disgust showing positive associations and the incidence of contempt showing a negative association. Finally, pleasurable emotions (e.g., happiness) positively associate with isomorphic posttest performance but negatively associate with non-isomorphic and transfer posttests. Contribution: Overt changes in facial movements reflective of students experiencing negative emotional states act as catalysts for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01