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Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

The purpose of this study was to discover the existence of cognitive and affective learning outcomes of students using Project Based Learning (PBL) - based STEAM (Science, Technology, Engineering, Art, and Mathematics) with scientific learning with inquiry learning models. The type of research was a quasi experimental design. Data were collected by means of test analysis, observation, interviews, and documentation from all fifth grade students of primary school. Data analysis used t-test technique. To discover the effect of PBL-based STEAM approach on cognitive learning outcomes obtained from the pretest-posttest results, while affective learning outcomes were obtained through observation using the measurement data scale in the rubric.The results showed that there were significant differences between the experimental class and the control class on cognitive learning outcomes, however, there were differences in affective learning outcomes. It is expected to strengthen the results of the discussion in the long term to strengthen cognitive and affective learning outcomes.

Geography is an academic discipline with a long but complex set of intellectual traditions that resonate across the natural sciences, social sciences and humanities. In recent decades however, it h...

The purpose of this study was to examine the relationship between motivation profiles and self-regulation in online students and self-regulation as a predictor of affective learning outcomes, depen...

Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants (N = 215, age: M = 24, SD = 8.67, range 18–69) saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course.

This study examines how different social interdependence structures influence students’ perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroo...

High-stakes testing (HST) is critical in the educational system of East-Asian countries like China, and the ongoing standards-based reform in many Western countries like the USA. HST has been criticized for corrupting an educational system through means like disengaging students from authentic learning. It seems that students’ affective learning would be promoted if HST were abandoned. In this study, we used the mixed-method approach to investigate this hypothetical question by comparing the physics identity of high-school students in an HST-oriented educational context and college students who have transferred from an HST-oriented context to an almost HST-free one in China. We administered a physics identity survey with 108 students from two physics classes in a key high school and 233 undergraduate physics majors in a top-tier university who were separated by Gaokao as the most life-shaping test in China. We also interviewed sample participants about their physics learning. The data show the freshmen in college had a significantly higher average physics identity than the high-school students did. In the undergraduate physics program, the average physics identity had a deteriorating pattern from the freshmen, sophomores, to juniors. From high school to college, the students’ intention of pursuing physics as a major or career was similarly low. Differently, the students’ perception of lecturing changed, so did their self-discipline. Together, the findings suggested that simply discarding HST would not promote students’ affective learning. An alternative was needed to replace the extrinsic pressure from HST, which could be either students’ intrinsic engine of learning or another rewarding or coercive system.

This study aims to determine the effect of affective learning strategies on student morale. This research uses inferential quantitative approach. The population is all students of class VIII Laguboti Middle School 4 who are Protestant Christians totaling 151 people. Sampling using a purposive sampling technique that is class VIII A totaling 30 people. This research instrument is a closed questionnaire. Analysis results value rcount = 0,493rtable=0,361 dan tcount=2,997ttable 2,042 shows that there is a relationship between affective learning strategies with student morals and obtaining the significance of simple regression equation that . This study concludes that the influence of affective learning strategies on moral is 24.3 %.Hypothesis test obtained Fcount=9,00Ftable =2,09 then H0 is rejected and Ha is accepted. The author provides input for Christian religious education teachers to improve affective learning strategies so that student morale improves. Keywords: Affective learning strategies, student morale

Background/purpose: It has been suggested that cooperative learning (CL) is a model-based practice which can develop students’ social and emotional learning (SEL) competencies in physical education...

The study examined the effect of two different teaching strategies on social skills, physical self-esteem, and physical self-concept, in a sample of Italian Early Adolescents. One hundred and twenty-eight students (M = 62; F = 66), from 11 to 14 years old (M = 12.01, SD = 0.50), attending their Physical Ed-ucation classes, were involved. Participants were divided into an interven-tion group (n = 60) and a control group (n = 68). The intervention group was engaged in PE lessons based on the Cooperative Learning model with a focus on positive interdependence between group mates and interpersonal skills in completing shared tasks, while the control group participated in PE lessons conducted through competitive games, individual drills and repetition of ex-ercises as a means of perfecting skills and procedures. In both groups, social skills, physical self-concept, and physical self-efficacy were measured before and after the intervention. The intervention had a significant positive impact on perceived sports competence in boys, but no effect in girls. Related to the duration of the study, other positive effects in boys were higher levels of physical self-efficacy and lower levels of environmental pressure and ten-dency to psycho-somatization, while in girls lower levels in external locus of control were observed. Implications for physical education programs and physical self-research were discussed.

The goal of achieving student learning outcomes is not entirely only values in numbers or cognitive learning outcomes. But it also attaches great importance to the affective learning outcomes shown in attitudes or behavior. This study aims to analyze the effect of contextual learning approaches and teacher morale on learning motivation and its impact on student affective learning outcomes. The population in this study were 728 grade 8 students of SMP Negeri 20 and SMP Negeri 23 in Tampan. With the cluster random sampling technique a sample of 155 students was obtained. Data collection used a questionnaire then the data were analyzed by path analysis. The results found that contextual learning approaches have an influence on student motivation, the experience of working with friends while learning has an effect on student motivation and learning behavior, a positive effect on behavior is shown in attitudes manifested in affective domain learning outcomes. The work spirit of the teacher contributes to student affective learning outcomes, high teacher enthusiasm and the teacher's ability have an effect on student motivation to positively impact student affective learning outcomes.

Drawing insights from the broader training literature, we argue that evaluation of cross-cultural training effectiveness should adopt comprehensive criteria, including cognitive, skill-based, and affective learning outcomes as well as adaptive transfer. We propose that the integration of an error management supplement in cross-cultural training can enhance trainee acquisition of self-regulation skills and self-efficacy that facilitate adaptive application of learning to novel cultural situations. In addition to the traditional error management training designs (i.e., positive error framing), the current paper describes additional design elements to promote acquisition of cognitive strategies, prevent premature automaticity, alleviate concerns about error occurrence during learning, and enhance readiness to transfer. In addition, we offer propositions regarding the effects of the supplement on learning and transfer outcomes, along with implications for future research and practice on cross-cultural training.

This research is aimed to know: (1) the effect of Model NHT with Peer Tutoring Method toward the increasing of student’s learning achievement in kognitive aspect (2) the effect of ModelNHT with Peer Tutoring Method toward the increasing of student’s learning achievement in affective aspect. The research method that be used is quasi experiment with nonequivalent control group design . The population in this research is all of students at Science tenth grade in MAN 4 Bantul academic year 2016/2017. The sample was chosen by surfeited sampling technique that X Science 1 as experiment class and X Science 2 as control class. The results of this research show that (1) Learning with NHT model with peer tutoring gives influence toward the increasing of student’s cognitive learning achievement with N-Gain value 0,52 (medium) within high significance ( Effect Size 1,26). The average of student’s kognitive skill on learning with NHT with peer tutoring method get score at 68,57 and with expository learning get score 51,57 (2) Learning with NHT model with peer tutoring gives influence for increasing affective learning achievement with percentage of affective learning achievement at 52,29 % (first meeting), 59,58% (second meeting), and 58,54 % (third meeting), while in the control class gets percentage at 51,61% (first meeting), 52,42% (second meeting), and 52,22 % (third meeting).

This article seeks to give practical examples of how teachers can promote the development of students' affective learning using two cooperative learning structures: Student teams assessment divisio...

We study the case of Marya, a freshman engineering major who showed and spoke of a drastic shift in her feelings and approach to learning physics during an introductory course. For the first severa...

Purpose To evaluate the effect of affective learning on alexithymia, empathy, and attitude toward disabled persons in nursing students. Design and methods This prospective, randomized, controlled trial study was implemented among 70 nursing students. Based on transformative learning theory, the affective learning method was applied to the intervention group. Toronto Alexithymia Scale (TAS), Empathic Tendency Scale (ETS), and Attitudes Toward Disabled Person Scale (ATDPS) were administered to both groups. Results The intervention group showed a statistically and significantly lower score at TAS and higher score at ATDPS compared to the control group, whereas no statistically significant difference was found in ETS score. Practice implications Affective learning methods could be implemented in the nursing course for improving students' attitude toward disabled persons, and reducing alexithymia.

Objective: Assessing the effects of different instructional plans on affective learning aims (i.e., the level of enjoyment) within physical education (PE) classes in elementary school students. Method: The second-grade classes of a primary school were randomly assigned to two different groups (i.e., experimental and control). The control group (n = 29) followed the regular physical education curriculum based on skill practices meanwhile the teacher used a directive style. The experimental group (n = 35) followed a PE plan based on the use of the Tactical Game Model approach to teach handball-based invasion game. The affective learning aims were assessed by means of the Italian version of the PACES scale and it was administered prior to, and at the end of the instructional period. Scale reliability was estimated for each assessment and group. Furthermore, the impact of the plans was estimated and interpreted according to Cohen’s effect size measure. Results: For the control group, the reliability results were between moderate and excellent (i.e., Cronbach’s α ranged from 0.82 to 0.93), while the same results for experimental group were moderate in pre- and post-training assessment (i.e., Cronbach’s α ranged from 0.77 to 0.92). No significant between-group differences were estimated at the start of the study. At the end of the instructional period there were significant and moderate-to-large differences for the positive scores, while significant and low-to-moderate differences for the negative scores. Implications: Current results identified the TGM approach as an effective strategy for supporting fun and motivational PE lessons, since teachers can use these reflections for developing appropriately PE lessons.

Although female specialists in the STEM area are urgently needed in the work force, the percentage of women in STEM study programs in higher education is still rather low. One reason for this are gender-related stereotypes that still persist in many modern cultures, which associate STEM as being a “male” domain. To actively draw young women towards STEM and Computer Science, we design a workshop for girls in the age group of 10th grade in secondary education. This workshop introduces the girls to machine learning in the application context of fashion and shopping. We define both cognitive and affective learning objectives and corresponding observable outcomes that indicate whether the learning objectives were reached or not. Based on these learning objectives, we develop a didactic concept for our workshop, as well as a web application as a front end for the machine learning application. Finally, we execute a pilot run of our workshop, which we evaluate with respect to participant satisfaction and the achievement of the learning objectives.

This research is motivated by the existence of student learning outcomes in social science subjects Theme 8 Sub theme 3 Material Types of Business and Economic Activities under the KKM, so that the writer is moved to research and propose solutions by applying the Everyone is Teacher Here method. The purpose of this study was to improve social studies learning outcomes in fifth grade students at SDN Cempaka Baru 07 Pagi. The method used is classroom action research. The study was conducted in two cycles with indicators of the success of students' scores in the cognitive domain ≥ 70, in the affective domain ≥ 2.33 with the B-category, in the domain of skills category B, mastery learning ≥ 70% and learning outcomes in cycle II> of cycle I. The results showed the average value of students from 47.42 in the pre cycle increased to 49.36 at meeting 1, increased to 56.77 at meeting 2. At cycle II meeting 1 increased again to 68.55 and meeting 2 to 74,19. The percentage of pre-cycle study completion 19.35% increase in cycle I meeting 1 to 25.81%, meeting 2 to 51.61%, cycle II meeting 1 to 77.42% and meeting 2 to 80.65%. The average value of affective learning outcomes in cycle I was 3.27 (B +), then increased in cycle II to 3.52 (A). The learning outcomes of the first cycle skill get an average score in category C and increase in cycle II to category B. This shows that the everyone is Teacher Here method can improve the learning outcomes of social studies in class V students of SDN Cempaka Baru 07 Pagi. Keywords: Everyone is Teacher Here Method, Learning Outcomes, and Social Studies Subjects.

A learning disorder is associated with the ability of the child to process the information effectively. The purpose of special education is to provide equal access to education for all children to help them succeed in the regular curriculum through specialized services. Children with anxiety, hyperactive, or attention-deficit disorders require special assistance to help them stay at their normal level and thus effectively suit in a classroom setting. With the advancement in technology, the land-scape of special education is rapidly changing. The motivation for this research is to develop an Internet of Things-based affective computing framework, Affect-learn, that can help teachers in identifying the hyperactivity or inattentiveness in children, and help them improve the overall learning outcomes. The proposed research is validated with the help of commercially available off the shelf components. The measure of success in this research is the response time of the proposed framework and the efficiency of emotion elicitation.

Physical education allows children to develop motor skills, but it has an impact on affective domain too. The aim of this study was to analyse the effects of two different teaching approaches on the levels of enjoyment of 9-year-old pupils who attended the fourth grade of the primary school. A pre- post- repost design was used as a mean of a longitudinal study. The participants involved were divided into two groups: Teaching skill group (TS) and Teaching games group (TGM). The TS group followed a protocol using the traditional skill-based approach, while the TGM group followed the Tactical Game Model approach, highlighting tactical problems and awareness. The level of enjoyment was assessed by administering the PACES questionnaire. The results show no statistically significant difference, but it can be seen that the TGM group had a more positive trend in enjoyment levels than the TS group. Furthermore, carrying out an analysis by gender it was seen that the females of the TGM group had increases in the scores on the positive scale in the post intervention. In this respect, the physical education teacher has to account for affective learning outcomes when they identify the teaching methods for their courses.

Virtual Patients (VPs) and Affective Learning are promising tools in the research for enhancement of educational efficacy. The purpose of this research is to explore the effect of medical error and the emotions it evokes on learning by using these tools.

In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes – that is, the beliefs, attitudes, impressions, desires, feelings, values, preferences and interests of students – and of the related indicators. In response to this lack of understanding, this study aims to identify students’ affective learning outcomes in EE based on a taxonomy of such outcomes and to investigate and understand in depth their nature. The study draws empirically on the learning reflections of university students enrolled on a bachelor’s level course on corporate entrepreneurship, which are qualitatively examined through thematic content analyses. The study identifies various external and internal affective learning outcomes based on the levels of expertise of students and contributes to the existing EE literature by providing a more fine-grained understanding of these complex outcomes. For educators, the study makes affective learning visible in EE and provides insightful information for programme development.

Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher–student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students., Postprints der Universität Potsdam : Humanwissenschaftliche Reihe, 593

This study presents a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning. It synthesizes a set of 28 publications from 2010 to 2017. A qualitative content analysis is used to investigate the general characteristics of augmented reality applications in STEM education, the instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions. This review found that most augmented reality applications for STEM learning offered exploration or simulation activities. The applications reviewed offered a number of similar design features based on digital knowledge discovery mechanisms to consume information through the interaction with digital elements. However, few studies provided students with assistance in carrying out learning activities. Most of the studies reviewed evaluated the effects of augmented reality technology in fostering students' conceptual understanding, followed by those that investigated affective learning outcomes. A number of suggestions for future research arose from this review. Researchers need to design features that allow students to acquire basic competences related with STEM disciplines, and future applications need to include metacognitive scaffolding and experimental support for inquiry-based learning activities. Finally, it would be useful to explore how augmented reality learning activities can be part of blended instructional strategies such as the flipped classroom.

Technological innovations, such as social networking systems, games for learning, and digital fabrication, are extending learning and interaction opportunities of people in educational and professional contexts. These technological transformations have the ability to deepen, enrich, and adaptively guide learning and interaction, but they also hold potential risks for neglecting people’s affective learning processes—that is, learners’ emotional experiences and expressions in learning. We argue that technologies and their usage in particular should be designed with the goal of enhancing learning and interaction that acknowledges both fundamental aspects of learning: cognitive and affective. In our empirical research, we have explored the possibility of using various types of emerging digital tools as individual and group support for cognitively effortful and affectively meaningful learning. We present four case studies of experiments dealing with social networking systems, programming with computer games, and “makers culture” and digital fabrication as examples of digital education. All these experiments investigate novel ways of technological integration in learning by focusing on their affective potential. In the first study, a social networking system was used in a higher education context for providing a forum for online learning. The second study demonstrates a Minecraft experiment as game-based learning in primary school education. Finally, the third and the fourth case study showcases examples of “maker” contexts and digital fabrication in early education and in secondary school. It is concluded that digital systems and tools can provide multiple opportunities for affective learning in different contexts within different age groups. As a pedagogical implication, scaffolding in both cognitive and affective learning processes is necessary in order to make the learning experience with emerging digital tools meaningful and engaging.

Our study compares simulation, case study and lecture as the most common teaching methods in the business education. A sample of 194 undergraduate and MBA students is used to assess the perceived effectiveness of these teaching methods for developing students' problem solving skills, interpersonal skills and self-awareness. Our findings indicate that students perceive simulation as the most effective teaching method for developing their interpersonal skills and self-awareness followed by case study and lecture respectively. Regarding problem solving skills we found that simulation and case study are perceived as being similar but more effective than lectures. Comparing these three teaching methods based on their cognitive, skill-based and affective learning outcomes is a new approach for comparative studies in this literature.

Effectively integrating the ACRL Framework for Information Literacy into existing instructional models requires that librarians first understand the host of challenges that many first-year students encounter when conducting research for the first time. This study employs qualitative analysis of semi-structured student interviews to explore how students conceive of and pursue the research process, and how they try to mitigate—and in some cases surmount—the roadblocks they encounter. Although students reported several difficulties, three main roadblocks arose: challenges with understanding academic articles, challenges with the topic/theme of the course, and challenges with navigating the physical space of the library. The findings demonstrate how students employ a variety of strategies to overcome these obstacles. The authors engage with the scholarship on information literacy and the Framework, which elucidates how honoring the affective domain of learning in designing instruction could steer students towards more successful research strategies.

This study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and stud...

The purpose of this article is to share three challenge-based lesson plans that can be implemented by physical educators in their classroom. Each of the lesson examples addresses the three learning domains: psychomotor, cognitive and affective. Additionally, each lesson is aligned with SHAPE America's National Standards for K-12 Physical Education. Challenge-based lessons provide physical educators with the opportunity to address learning outcomes through non-traditional activities that can be easily implemented in the physical education classroom.

© 2017 the Ontario Institute for Studies in Education. Student capacities to actively listen, sense and feel are often relegated to lower order skills in an education system increasingly governed by measurable outcomes. While most school-based pedagogies focus their approach on cognition, this paper considers how we might make sense of the affective experiences that often resist the deep thinking, independent learning and explanation so often required of students. The guiding aim is to explore how affective learning can be better understood through an Indigenous Australian concept of Country. We apply the pedagogical work of Elizabeth Ellsworth, along with Lacanian psychoanalytic theory to explore ways in which sensation and affect are already a method of learning, but ones that are substantially under-valued in designed curricula. A series of interviews with senior Aboriginal people are presented to assist in understanding the various ways in which affect can lead to thought. The authors present three case studies to highlight how knowledge can be taught through affective experiences of Country.

Nurse educators use a variety of clinical simulation strategies to promote cognitive, psychomotor, and affective learning. Statistically significant increases in self-confidence levels were found among senior-level nursing students in the assessment and management of medical and psychiatric symptoms after participating in strategically designed, complex, student-led clinical simulations. Having students role play simulation scenarios that are developed from real-life clinical experiences is a cost-effective interactive strategy that enhances their communication and technical skills.

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students’ learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students’ perspectives and attitudes in science.Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study...

Objective To explore the influence of the Amulet artwork and exhibition on midwifery students' perceptions of caring for parents experiencing perinatal death. Design A descriptive qualitative design involving face-to-face semi-structured interviews following institutional ethical approval. Setting A regional Maternity Hospital in Ireland which hosted the National Artwork and Exhibition exploring the hidden world of infant death. Participants A purposive sample of six consenting post registration midwifery students who had attended the Amulet artwork and exhibition. Findings Four core themes emerged and these were i) entering the mother's world and hearing her pain; ii) the journey of grief and connecting with the bereaved parent's unique experience; iii) facing the challenge of providing effective perinatal bereavement care; and iv) maintaining a journey of compassionate practice. Conclusion and implications for practice Exposure to, and reflection on the Amulet artwork and exhibition increased students' awareness and insight into the non-linear nature of the grieving process, and to the importance of maintaining a journey of compassionate care for parents experiencing perinatal death. The findings suggest that the use of creative women-centered strategies promote affective learning in relation to perinatal death and so may be of use to educators and maternity care providers.