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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.

This production reflects on the reductionist practices of teaching grammars and other possible forms of work to be followed, using transduction as a form of reasoning, towards the experience of reading and more serious and fruitful studies that broaden horizons and effect individualizations. Deleuze and Guattari are our main philosophical optics; Neves, Faraco and others served us with their distinct concerns in the area of language teaching; Gabriel Magalhaes’ texts support our reflections and analyzes, which are concerned with the need to experience cartographic procedures, learning flavors, alagmatic transduction and affective learning of the grammar of standard uses.

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.

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 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.

This study aimed at exploring students’ attitudes and perceptions about the effectiveness of field trips strategy. The participants of this study were 40 English students of Universitas Islam Riau, Pekanbaru, Indonesia. Both qualitative and quantitative methods were applied. This study employed an exploratory mixed-method design. The questionnaire consisted of three parts and 25 items which aimed at getting information about affective learning, the qualities among students and the contribution of a field trip on Society and Individuals. A five-point Likert-scale ranging from “ strongly agree’ to “strongly disagree” was asked to respondents to be selected. While a semi-structured interviewed was used together comprehensive information about the advantages of field trips in their study. The results of this study shown that field trips contribute to students’ learning experience positively, besides it can solve many problems in the classroom and enhance the ability of students to think critically and creatively.

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...

This research uses the structural equation modeling (SEM) analysis to find the correlation between the variables of Teaching effectiveness, Teacher behavior and affective learning and that of Student motivation in learning, Teacher immediacy and learning outcomes and Student learning outcomes. A model is built so that to confirm that teachers produce the intermediate influence and also motivate the learning outcomes, cognitive ones especially. Data obtained here in the course of survey proves to be consistent with our initial model. The results show that the immediate teachers’ function is to be the means of increasing students’ motivation to learn, and that such motivation, in its turn, increases students’ cognitive abilities.

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.

The purpose of this experiment was to examine the impact of computer-mediated word-of-mouth communication (WOM) on perceptions of a social robot instructing students. We hypothesized that participants receiving positive WOM about the social robot instructor would rate the robot higher for perceived credibility, attraction (social and task), social presence, and report higher levels of affective learning and state motivation to learn versus those participants receiving negative WOM (or no WOM) about the same performance. Results demonstrated that there are some factors in evaluating robot performance that are beyond the actual abilities of the robot. Results are examined using the Heuristic-Systematic Processing model, and the impact of WOM on perceptions of social robots in the environment. As a result of these findings, designers and practitioners need to be conscious of WOM.

The aim of this study was to predict self-report data for self-regulated learning with sensor data. In a longitudinal study multichannel data were collected: self-report data with questionnaires and embedded experience samples as well as sensor data like electrodermal activity (EDA) and electroencephalography (EEG). 100 students from a private university in Germany performed a learning experiment followed by final measures of intrinsic motivation, self-efficacy and gained knowledge. During the learning experiment psychophysiological data like EEG were combined with embedded experience sampling measuring motivational states like affect and interest every 270 s. Results of machine learning models show that consumer grade wearables for EEG and EDA failed to predict embedded experience sampling. EDA failed to predict outcome measures as well. This gap can be explained by some major technical difficulties, especially by lower quality of the electrodes. Nevertheless, an average activation of all EEG bands at T7 (left-hemispheric, lateral) can predict lower intrinsic motivation as outcome measure. This is in line with the personality system interactions (PSI) theory of Julius Kuhl. With more advanced sensor measures it might be possible to track affective learning in an unobtrusive way and support micro-adaptation in a digital learning environment.

In this paper, the concept of affective learning is discussed in today’s context, in which technology plays a significant role, with the objective of developing a model of affective learning. The study is guided by Frangou’s [6] embodied knowledge construction model of affects in writing and Korkko’s [18] holistic model of learning and guiding reflection. The models are examined and then merged to form a model of affective learning that can serve as a pedagogical framework to facilitate teaching and learning in a holistic learning environment that takes into account the learner’s motivations, interests, and experiences. In this context, the learner’s sensory and motor perceptions, together with embodied cognition, are intertwined into a technology-enhanced holistic pedagogy that considers the learner’s individual embodied learning environment. This paper concludes with discussing the model and providing ideas for future research.

This project represents a replication of Russ, Simonds, and Hunt’s (2002) project that explored the influence of instructor sexual orientation disclosure on perceptions of teacher credibility and l...

El presente trabajo busca consolidar una propuesta, observando hasta qué punto los videos educativos y el aprendizaje afectivo pueden fortalecer el vocabulario en un entorno de inglés como lengua extranjera. Este estudio de investigación acción se realizó con estudiantes de quinto grado pertenecientes a un colegio público, quienes mostraron un bajo grado de motivación en la clase de inglés, dificultando la adquisición del idioma. Los instrumentos que se aplicaron son diagnóstico inicial y final, cuestionario inicial y final, notas de campo y talleres de clase. Se aplicó la teoría fundamentada para el análisis de datos. Los resultados demuestran la mejora de los estudiantes en la adquisición de vocabulario con videos educativos y el aprendizaje afectivo.

Current research struggles to illuminate significant learning outcomes of role playsimulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. More in particular, we introduce the MISS-model (Motivation, Interest, and Self-efficacy in Simulations), which enables measuring affective learning outcomes more in depth and connects these with other learning outcomes. To get more insight in how students vary with respect to affective learning outcomes, we apply the MISS-model in a cross-continental simulation context. Study participants included 133 students. Students differences were explored using independent t-tests, one-way ANOVA-, and ANCOVA-analyses. Results show student variation for all affective learning outcomes and thus support for applying the MISS-model to measure affective learning outcomes of simulations more in depth. Findings are discussed with regard to simulation practice and future research on simulation effects.

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.

Undergraduates pursue degrees in disciplines in which they hold an affect or possess an interest. Math and science majors possess a positive affect for mathematics; however, to maximize the number of math majors, it is important to boost the motivation of non-math majors to learn mathematics. This study examines the relationships between instructors’ nonverbal immediacy and (1) affective learning of math, (2) affect for math, and (3) affect for the instructor. Participants were 426 freshmen (math and non-math majors) at a public university in the southwest United States. Comparisons were made between students enrolled in calculus and algebra courses. Comparisons between groups of varying math aptitude were also examined. Immediacy was moderately correlated with students’ affective learning (0.38), with the strongest correlation for those with medium math aptitude (0.47). When affective learning was restricted to affect for the subject content, an even stronger correlation was found for students wi...

Twitters design allows the implementation of automated programs that can submit tweets, interact with others, and generate content based on algorithms. Scholars and end-users alike refer to these programs to as Twitterbots. This two-part study explores the differences in perceptions of communication quality between a human agent and a Twitterbot in the areas of cognitive elaboration, information seeking, and learning outcomes. In accordance with the Computers Are Social Actors (CASA) framework (Reeves & Nass, 1996), results suggest that participants learned the same from either a Twitterbot or a human agent. Results are discussed in light of CASA, as well as implications and directions for future studies. Twitterbots were compared to human agents for information seeking and learning.Two experimental studies were conducted.No differences in cognitive elaboration and information seeking.No differences in affective learning and motivation.Twitterbots may be effective agents for communication in social media environments.

This study had three aims; 1) if dimensions of student-instructor relationship (connectedness and anxiety) affect students' affective learning outcomes (motivation, task value, self-efficacy); 2) if instructor anxiety predicted test anxiety; 3) to investigate if lecture sizes influenced instructor connectedness within a private Malaysian university and college. The participants comprised of 286 students (M age = 20. 24, 59% females) who answered the Student Instructor Relationship Scale (SIRS) and the Motivated Strategies for Learning Questionnaire (MSLQ). Multiple regressions showed SIR significantly predicted student affective learning (intrinsic motivation, task value, self-efficacy). As predicted, instructor anxiety positively influenced test anxiety; and lecture size negatively associated to instructor connectedness. However, the lecture size influence was dependent on the students being female; and pursuing undergraduate programs. The findings lend support for academics to focus on rapport building and making a connection with students despite having large lecture sizes, and increase the adoption of collaborative teaching apps.

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.

This project aims to provide increased understanding about how t o positively affect empathy by storytelling experience. This experience consists of a group of people that collaborate on telling a story by using a serious educational game. This study reports about the early evaluation of a serious educational game about empathy. By having players collaborate on telling a story, the game aims to exercise their empathic abilities. This study shows the exploratory phase aimed at proving the game concept and identifying points to be further developed. The game was evaluated in a workshop trial with 12 participants. This evaluation showed enough potential to warrant development into a more focused version that facilitates empathic responses. This is a post-peer-review, pre-copyedit version of an article published in [Lecture Notes in Computer Science ] Locked until 25.8.2019 due to copyright restrictions. The final authenticated version is available online at: https://doi.org/10.1007/978-3-319-99426-0_26

Tappetina is a fairy tale about mentoring, social innovation and technology. A set of projects have been developed around the Tappetina concept. These include science workshops for teenagers and the associated material created by the participants, illustrations, a website, a video, a story telling game. These projects are all connected in an ecosystem of art, science, and research expressions. Participants are supposed to experience the works sequentially. Participants will be invited into the projects and encouraged to give feedback about how they perceive the experience. Sessions for playing the collaborative story telling game will be organized. This is a post-peer-review, pre-copyedit version of an article published in [Lecture Notes in Computer Science] Locked until 25.8.2019 due to copyright restrictions. The final authenticated version is available online at: https://doi.org/10.1007/978-3-319-99426-0_41

Verbal communication with evaluative characters of different emotional valence has a considerable impact on the extent to which social relations are facilitated or undermined. Here using functional magnetic resonance imaging, we investigated how the brain acts in response to social praise and criticism, leading to differential affective judgments. We engaged thirty men and women in a task associating sex-balanced, neutral faces with praising or criticizing comments targeting others or objects. A whole-brain analysis revealed that criticism as compared to praise enhanced the activation in the medial prefrontal cortex (mPFC), particularly its dorsal portion, whereas the right amygdala displayed an opposite pattern of changes. Comments on others relative to objects increased the reactivity in the left posterior superior temporal sulcus and posterior cingulate cortex (PCC) such that both praise and criticism of others produced stronger activation in these two regions than their object-targeted counterparts. The interaction of valence and target was identified in the mPFC with greater reactivity in the contrasts of criticism vs. praise in the social context and others- vs. object-targeted criticism. Comments also modulated the functional connectivity of prior activated regions with the left temporoparietal junction, bilateral caudate and left PCC/precuneus showing reduced connectivity in response to social criticism but greatly strengthened connectivity for social praise as compared to non-social counterparts. These neural effects subsequently led to altered likeability ratings for the faces. Neither behavioral nor neural effects observed were influenced by the gender of participants. Taken together, our findings suggest a fundamental interactive role of the mentalizing and affective learning networks in differential encoding of individuals associated with praising or criticizing others, leading to learning of valenced traits and subsequent approach or avoidance responses in social interactions.

In this paper we present a serious game about collaborative storytelling in an effort to promote and give an outlet for empathy. It uses smartphones to provide cues and to visualize a story structure. This way, players will invent a story together. They have to play by turns, so this facilitates the empathic response inherent in both hearing and telling stories.

Teaching of software engineering using capstone projects has seen a steady growth over the years with overwhelmingly positive reported experiences. Discerning what students consider of value before and after a software project course, is crucial for developing a relevant curriculum. This paper reports on the affective learning outcomes of a Scrum based capstone course with industrial clients. We measured affective learning as changes in the attitudes towards the difficulty and importance of certain aspects present in software development, including technical, teamwork and customer interaction. Data was collected from 14 student teams of 7-9 members in the form of team interviews and individual surveys, with 86 students participating in the interviews and 86 valid survey answers. %corresponding to a 66% response rate. Our results show that students largely change their attitudes in the desired direction after the course regarding both importance and difficulty, with 57% reporting an increased understanding of the importance of collaboration and communication within the team and 44% reporting less than expected difficulty in learning new technologies/programming languages.

This chapter assesses the learning effects of the appliance of ten negotiation simulations across a spectrum of different student cohorts. Based on a typology of learning effects distinguishing between substantive knowledge, skill-building, and affective learning, the chapter analyses to what extent negotiation simulations generates student learning. The student cohorts are comprised of full-time university students (B.Sc. and M.Sc.) and professionals/public managers, who study part-time at the university (Professional Master of Public Management/Governance), as well as a cohort of selected high school students (Academy for Particularly Talented High School Students). The empirical data are based on quantitative data on substantive knowledge and qualitative data on the students’ experience of the negotiation simulations, as well as quantitative data on satisfaction levels via final course evaluations. The analysis reveals that while negotiation simulations undoubtedly stimulate students’ engagement and motivation and – in the students’ own perception – learning, measurable learning effects are more dubious. As opposed to the students’ own very positive statements about learning effects of negotiation simulations, assessable learning effects are harder to catch. There are some effects, but also important biases, as simulations tend to twist student’s perceptions of systems and processes disproportionately towards the issue, institution, or process in question during the particular simulation.

Global learning and high-impact practices often come together in simulations. However, preparing US students for effective and beneficial participation in a simulation of the European Union presents an interesting challenge. Most US students are unfamiliar with the European Union at best and completely unaware of its existence at worst. How does one go about not only introducing the EU but helping students arrive at a point where they are effective and engaged policy-makers within the EU simulation? When carefully crafted, simulations, whether in-class, cocurricular, or extracurricular, provide a high-impact learning experience for students. Most importantly, perhaps, and not covered in the definitions of high-impact practices or affective learning, most of the students who participate in EuroSim find that, while difficult and requiring a great deal of work, learning about such a seemingly distant topic and entity as the EU can be enjoyable. This chapter explores the challenges inherent in preparing US students for EuroSim, the extracurricular benefits for students that come from participation in such a simulation, and the improved achievement of learning goals through the inclusion of a simulation into the curriculum as a high-impact practice.

This assessment examined the presence of anti-citizenship behavior (ACB) in the college classroom by (1) identifying the types of ACB college students use in their classes, (2) identifying the reasons why students use ACB, and (3) exploring the link between ACB and student learning outcomes. The results indicated that (1) participants report four types of ACB (i.e., participatory, technological, physical, and etiquette) used in their classes; (2) participants attribute the use of ACB to either their classmates or their instructors; and (3) perceived classmates’ use of ACB is negatively related to student affective learning, perceived cognitive learning, state motivation, and communication satisfaction.

This article responds to Johan Dahlbeck’s ‘Towards a pure ontology: Children’s bodies and morality’ (Educational Philosophy and Theory, vol. 46 (1), 2014, pp. 8–23). His arguments from Nietzsche and Spinoza do not carry the weight he supposes, and the conclusions he draws from them about pedagogy would be ill-advised in practice.

Pecha Kucha (P-K) is a new presentation technique first used in architecture design and recently used in higher education. P-K is an innovative presentation technique emphasizing a rapid delivery of visual images. The P-K presentation technique uses 20 slides shown for 20 seconds each, resulting in a delivery time of under 7 minutes. P-K offers an innovative instructional strategy for emphasizing images over text for aesthetic storytelling, improving communication skills, affective learning, or opportunities for synthesis of information.

The purpose of this chapter is to explore how students described as “millennials” or “digital natives” approach online education and how social constructivist pedagogy can be incorporated mindfully into online business education programming to help these students refine and transfer their innate understanding of digital networking language and principles to business and professional communities of practice. Foundational literacies, competencies, and character qualities such as critical thinking, problem-solving, persistence, collaboration, and curiosity identified as being key to business success are discussed. Methods of incorporating authentic learning activities that develop tacit skills in conative and affective learning domains are also presented.

espanolEste trabajo tiene como objetivo analizar la utilizacion de estrategias de aprendizaje autorregulado en el proceso de aprendizaje de los estudiantes antes, durante y al finalizar una tarea, la percepcion que manifiesta el profesorado sobre el empleo que le da el alumnado a estas y la relacion existente entre ambas opiniones, en contextos educativos en los que se utilizan las TIC. El estudio se encuentra basado en el marco teorico propuesto por Pintrich (2000) sobre el aprendizaje autorregulado. Los datos fueron obtenidos a traves de un autoinforme aplicado a 332 estudiantes de 5to y 6to de primaria y un registro de observacion aplicado a 18 profesores tutores de esos mismos niveles en siete centros educativos de Granada capital, Espana. De acuerdo a los resultados obtenidos, podemos determinar que son las estrategias de tipo emocional/afectivas las que mas utilizan los estudiantes y que existe bastante coincidencia entre la opinion del alumnado y el profesorado. EnglishThe objective of this article is to analyze the application of self-regulated learning strategies in the learning process of students before, during and after finishing a task, the perception that the teachers have about the students’ use of these strategies and the relation between both their opinions in educational contexts where TIC are applied. The study is based on the theory proposed by Pintrich (2000) about self-regulated learning. The statistics were obtained by way of individual questionnaires given to 332 students from the 5th and 6th grades and a record of observations made by 18 teachers from these same grades in 7 elementary schools in the city of Granada, Spain. Based on the results, one can conclude that the emotional/affective learning strategies are the most used by the students and that there is considerable agreement between the opinions of students and teachers.

Motivating students is an important part of effective instruction. Thus, researchers have been interested in learning how to promote motivation, specifically intrinsic motivation, in students. One way of achieving this goal is through the use of intellectually stimulating behaviors. Though scholars know that the promotion of these behaviors works to influence students' intrinsic motivation, what has yet to be explained is how. Results indicated that both affective learning and student engagement mediated the influence of intellectual stimulation on students' intrinsic motivation. Implications for students' course workloads and instructors are discussed.

The purpose of this study was to examine how college students' intrapersonal communication experiences (i.e., imagined interactions) with disliked instructors contribute to their proclivity to communicate instructional dissent (i.e., expressive, rhetorical, vengeful). Student participants (N = 181) completed a self-report questionnaire measuring their use of imagined interactions with their worst instructor in the past academic year, along with reports of their course-related dissent. Results of a canonical correlation revealed that the frequency, valence, and rehearsal of students' imagined interactions with a low affect instructor are related to forms of instructional dissent.

This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors. But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning. Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement.

Penelitian ini dilakukan untuk mengetahui pengaruh Nilai-Nilai Agama dan Kecerdasan Moral terhadap Prestasi Belajar Afektif Siswa, dalam hal ini difokuskan pada Mata Pelajaran Aqidah Akhlak. Hipotesis dalam penelitian ini adalah terdapat pengaruh yang signifikan dari Nilai-Nilai Agama yaitu dimensi: daily, meaning, practice, coping dan support. Kecerdasan moral yaitu dimensi: acting, telling, standing, keeping, taking, admitting, embracing, activelyone’s dan abilityothers’ terhadap prestasi belajar afektif siswa mata pelajaran aqidah akhlak. Populasi pada penelitian ini adalah siswa dengan klasifikasi usia 13-19 tahun dan sampelnya berjumlah 200 siswa yang diambil dengan menggunakan teknik non-probability sampling. Untuk mengukur nilai-Nilai agama , peneliti memodifikasi 11 dimesi nilai-Nilai agama Fetzer (1999) menjadi 5 dimensi dan untuk kecerdasan moral peneliti menggunakan skala yang dikembangkan dari Lennick and Kiel (2011). CFA (Confirmatory Factor Analysis) digunakan untuk menguji validitas alat ukur dan analisis deskriptif dilakukan dengan menggunakan Software SPSS 17.0 dan LISREL 8.70. Hasil penelitian menunjukkan bahwa ada pengaruh yang signifikan IV keseluruhan terhadap prestasi belajar sebagai DV. Hasil penelitian juga menunjukkan proporsi varians dari prestasi belajar Aqidah Akhlak yang dijelaskan oleh seluruh variabel independen adalah 60.3%, sedangkan 39.7% sisanya dipengaruhi oleh variabel lain di luar penelitian ini. Kata Kunci: Nilai-Nilai Agama, Kecerdasan Moral dan Prestasi Belajar Afektif

This concept paper discusses the untapped promise of often overlooked humanistic skills to advance the practice of pharmacy. It highlights the seminal work that is, increasingly, integrated into medical and nursing education. The work of these educators and the growing empirical evidence that validates the importance of humanistic skills is raising questions for the future of pharmacy education and practice. To potentiate humanistic professional competencies, e.g., compassion, empathy, and emotional intelligence, how do we develop a more holistic model that integrates reflective and affective skills? There are many historical and current transitions in the profession and practice of pharmacy. If our education model is refocused with an emphasis on pharmacy’s therapeutic roots, the field has the opportunity to play a vital role in improving health outcomes and patient-centered care. Beyond the metrics of treatment effects, achieving greater patient-centeredness will require transformations that improve care processes and invest in patients’ experiences of the treatment and care they receive. Is layering on additional science sufficient to yield better health outcomes if we neglect the power of empathic interactions in the healing process?

Krathwohl, Bloom, and Masia (1964) argue for five specific levels of affective learning: (1) receiving (awareness/willingness to attend to an instructional message), (2) responding (willingness to ...

Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. When considering the potentiality of a pure ontology, as outlined by Spinoza, I argue that Nietzsche’s critique of higher values and universal morals allows for a deeper understanding of the limitations of a traditional image of thought. Furthermore, I argue that Deleuze’s conception of the dogmatic image of thought can provide a helpful framework when connecting the work of the two aforementioned philosophers and when conceptualizing a possible image of thought based on the body as a singularity h...

We are interested in how digital games can be designed for learning in the affective domain. Our studies of how emotions are embedded in games and how games sustain affective learning involve observing gameplay and identifying recurring elements that we identify as design patterns. Design patterns help us think about the role of affect in play, what affect in games looks like, and the different ways affective learning might be achieved in educational and serious games. In this article, we describe and discuss several patterns related to understanding emotions, affective representation, and socioemotional interactions, which are essential components of affective learning. These patterns provide a language to conceptualize how affective learning might be designed into future game projects. To conclude, we discuss the development of a taxonomy of affective patterns to sustain socioemotional learning. We thus hope to stimulate the development of more human-oriented educational games in this domain.

Visiting a zoo or aquarium is not only fun, but can also have a positive impact on visitors' knowledge and attitudes regarding animals and the environment. The biggest challenge, however, is for these institutions to strategically provide opportunities for cognitive and affective learning while simultaneously facilitating enjoyment and fun. Recent studies in zoos and aquaria have examined various factors that can influence learning such as engaging visitors' emotions or connecting with visitors' prior knowledge and interests. The intent of the current study was to further this line of investigation and explore the relationship between visitors' predispositions and their cognitive and affective experiences and reactions as they walked through an animal exhibit. We selected three indoor immersion exhibits and one outdoor naturalistic exhibit for the study to obtain a wide range of different animals and exhibit settings. Research assistants randomly intercepted visitors leaving the exhibits and asked, among other things, the extent they experienced certain thoughts and feelings while they were walking through the exhibits. Results revealed that visitors' emotional responses to viewing animals were key experiences along with opportunities for introspection and reflection during their time in the exhibits. Implications of the study are discussed in reference to providing both fun and meaningful learning experiences for visitors.

Education and development of socio-emotional skills of social work students has been designed to facilitate learning and strengthening of ethical, aesthetic and emotional values, indispensable for future practitioners in the field. The most difficult aspect of training is the integration of the cognitive and behavioral components with the emotional one. Achieving internal consonance between knowledge, attitudes and feelings represents the most challenging bet of the education process. Traditionally, a formative focus is dedicated to the creation of knowledge and enhancement of desirable behaviors according to the professional standards of social work practice. Less time and focus is invested in exploring and understanding the emotional component of social work profession. This study is an exploration of roles, values embraced by social works students and mid-career practitioners as well as emotions experienced by them, in order to identify relevant training needs.

Affective learning relates to students' attitudes, emotions, and feelings. This study focuses on measuring affective learning during library instruction by using a student response system. Participants were undergraduate students who received course-related library instruction for a research assignment. Students rated their confidence levels associated with finding resources before and after the library session using a student response system and again at the end of the semester using a paper survey. The results show a significant improvement in confidence levels for students receiving library instruction, suggesting that library instruction can have a positive influence on affective learning. his study focuses on using a student response system for measuring learning in the classroom, specifically affective learning during library instruction. Affective learning relates to students' attitudes, emotions, and feelings. Becoming aware of the affective domain can increase learning, even influencing cognitive learning. This study examines students' affective learning by measuring their confidence in being able to find resources for an assignment. Participants in the study were undergraduate students at Penn State who received course-related library instruction for a research assignment. Students were asked to rate their confidence levels in finding resources before and after the library session using a response system and again at the end of the semester using a paper survey. The results show a significant increase in the average number of students who rated themselves as "very confident" by the end of the instruc- tion session, and a corresponding significant decrease in the average number of students who rated themselves in the "uncertain" category post-instruction. However, the study did not control for first-year students who may have become more confident at the end of the semester simply by virtue of acclimating to college in general.

It is a controversially debated topic whether stimuli can be analyzed up to the semantic level when they are suppressed from visual awareness during continuous flash suppression (CFS). Here, we investigated whether affective knowledge, i.e., affective biographical information about faces, influences the time it takes for initially invisible faces with neutral expressions to overcome suppression and break into consciousness. To test this, we used negative, positive, and neutral famous faces as well as initially unfamiliar faces, which were associated with negative, positive or neutral biographical information. Affective knowledge influenced ratings of facial expressions, corroborating recent evidence and indicating the success of our affective learning paradigm. Furthermore, we replicated shorter suppression durations for upright than for inverted faces, demonstrating the suitability of our CFS paradigm. However, affective biographical information did not modulate suppression durations for newly learned faces, and even though suppression durations for famous faces were influenced by affective knowledge, these effects did not differ between upright and inverted faces, indicating that they might have been due to low-level visual differences. Thus, we did not obtain unequivocal evidence for genuine influences of affective biographical information on access to visual awareness for faces during CFS.