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Abstract In a technologically advanced world, artificial intelligence has impacted all fields of activity. The augmentation of online learning by means of emotion recognition systems raises new challenges in terms of obtaining high-performance systems and in interpreting the results. The paper aims to investigate the usage of automated emotion recognition in learning and to develop a deep learning model based on physiological data to recognize emotions often encountered in classrooms. So, an 1D-CNN model based on physiological data is used to recognize seven emotions: boredom, confusion, frustration, curiosity, excitement, concentration, and anxiety. These emotions are described according to the PAD model and the 5 EEG signals, FP1, AF3, F7, T7, FP2, are taken from the DEAP dataset to train and to test the convolutional neural network model. The high accuracy we obtained (i.e. boredom—99.64%, confusion—99.70%, frustration—99.66%, curiosity—99.80%, excitement—99.91%, concentration—99.70%, anxiety—99.21%) proves that the use of signals obtained via only five channels is sufficient to recognize the presence of emotions. Furthermore, an improved method of analysis based on LIME is proposed and used to obtain reliable explanations for the predictions of our model.

Background and purposeResearch designFindings/DiscussionConclusionThe purpose of this accidental autoethnography was to create a performative script to help better present and understand the array of class-by-class experiences and associated emotions I, the first author, encountered as a teacher–researcher in my efforts to evolve my pedagogy to promote social and affective learning in Physical Education (PE).An accidental ethnographic case study design was implemented focusing on four lessons I taught with 16 ninth-grade students which served as critical turning points in my experience and understandings of promoting social and affective learning. Three data sources were utilized: a teacher–researcher journal, post-teaching reflective analyses and field notes conducted by the second author, who served as a critical friend. Data analysed were drafted into a performative script produced in the form of a traditional drama; my experience of teaching the four lessons brought to life in four acts entitled Drama in the Dream Factory. External audits were conducted by the additional authors.My concerted efforts to promote social and affective learning led me to experience an array of intended and unintended consequences across these four lessons, both professionally and personally. I found myself repeatedly conflicted as I strayed out of my comfort zone and away from my professional, pedagogical and content preferences to teach for social and affective learning. I was slowly learning to embrace vulnerability when faced with charged scenes directly and indirectly emerging.In utilizing this approach for research and self-reflection, I came to performatively unpack and understand the rich array of emotional experiences I encountered while pivoting in the moment to try and meet the learning situation at hand. This creative approach offered one such way to meet Armour et al. calls for more effective professional development involving a ‘mix of embodiment, individual experience, culture and power that are at the heart of everyday practices’ in PE (Armour et al. 2017, 804). A creative approach such as this can subjectively challenge teachers to stray out of their comfort zones and better wrap their heads around the experience of doing so. [ABSTRACT FROM AUTHOR]

Affective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements. [ABSTRACT FROM AUTHOR]

This article presents a study evaluating student perceptions of learning experiences creating ArcGIS StoryMaps. The Taxonomy of Educational Objectives (Bloom's Taxonomy) provides a framework for organising, analysing, and interpreting a survey completed by 154 students from high school to postgraduate. Using a mix of quantitative and qualitative methods we found student perceptions of the level of learning to be similar across education cohorts in the cognitive domain, exhibit some differences in psychomotor domain, and are markedly different in the affective domain. In terms of what they learned, postgraduates perceive the experience as being mostly about communicating ideas or storytelling more than undergraduates who, in addition, tend to see the experience as preparing maps and working with geographic information systems. Undergraduates tend to conflate gaining knowledge (cognitive) with learning skills (psychomotor), suggesting a greater focus on working with the technology. Most students across all education levels found the learning experience challenging and beneficial (affective) though some students did not. We conclude that while the creation of StoryMaps is good for student retention and offers an effective scaffolding framework for geography and GIS education, it is important for educators to design StoryMap learning activities using clearly defined learning outcomes and assessment rubrics. [ABSTRACT FROM AUTHOR]

Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experiences and the post-trip reflections of secondary school students associated with an ecology field trip to a local coastal area. This case study offers an in-depth account of two students' affective engagement during the field trip. One student demonstrated great interest and curiosity when learning about nature despite being scared to touch wildlife, whereas another student demonstrated limited interest in the field trip but showed a strong desire to protect nature. These findings suggest a complicated, unpredictable relationship between interest in and curiosity about nature, motivation and constraints to learn, environmental consciousness, intention, and ability to act on behalf of nature. Future research should attend to why students feel the way they feel and how they achieve affective learning outcomes during planned and chance encounters in natural outdoor settings. [ABSTRACT FROM AUTHOR]

The integration of digital instructional methods has significantly enhanced the academic system. This study explores the viewpoints of educators and students on the application of digital resources and online platforms in the aftermath of the global health crisis. The research involved 135 university students enrolled in a cloud computing course that integrated theoretical teaching, practical exercises, and assessments to track their academic progress. Educational sessions were conducted on platforms like Microsoft Teams, Mentimeter, and Padlet, while interactive games were utilized on platforms such as Quizizz and Kahoot. Practical exercises were carried out using Tinkercad. At the end of the semester, the students’ academic performance was evaluated using box plots, and a detailed comparison between traditional and digital teaching methods was presented. Results indicated that the majority, approximately 75%, of the students demonstrated better performance when employing digital learning strategies compared to traditional methods. In addition, feedback was gathered through surveys to evaluate the effectiveness of the study, incorporating perspectives from both educators and students for a comprehensive assessment.

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers' perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students' use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom. [ABSTRACT FROM AUTHOR]

College textbook costs have risen dramatically since the late 1970s. Open educational resources (OERs) stand as a low- to no-cost alternative. This research examined the impact of OER book adoption on indicators of student performance and perceptions of the instructor, learning, and out-of-classroom communication. The first study compared student course grades and persistence before and after an OER book adoption. The second study focused on student perceptions related to the OER book, course instructor, cognitive and affective learning, and student out-of-classroom communication. Results indicated that OER book usage is beneficial to student learning. Implications impacting both instructors and students are discussed for OER adoption in college classrooms. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify how Zoom backgrounds affect students’ affective learning and perceptions of an instructor’s technology use skills in online learning experiences. Data collected from undergraduate students in the U.S. indicate that with certain Zoom backgrounds, male students perceive the instructor having lower technology skills and experience less affective learning towards the instructor and course content than do female students. Overall, the study’s findings provide meaningful contributions to instructional communication research and suggest recommendations for strategic use of Zoom backgrounds to cultivate the best impression of an instructor and positive learning experiences.

Teaching approaches are needed that can normalize students' process of exploring emotions related to their learning and support the internalization of the professional social work values (i.e. human rights and social justice). Within the literature on social work education, the importance of affective processes to support the students' learning of diversity and social justice content is acknowledged; however, the teaching continues to over-rely on cognitive learning approaches. The authors first discuss some limitations in the current inclusion of affective processes within diversity-related social justice courses. Then, informed by Krathwohl and colleagues' taxonomy of affective domains, this article proposes a model for integrating affective domains within the syllabus (course descriptions, objectives, schedules, and assignments) of diversity-related social justice courses. The model's continuum shows the student's progression in affective learning; A1 indicates the simplest forms of emotion associated with receiving new information. Best practices for supporting affective learning within the course syllabus are discussed, and instructional examples that illustrate pathways for students' embodiment of professional values are also explored. [ABSTRACT FROM AUTHOR]

The role of emotion in the context of virtual reality learning environments (VRLEs) has lately received increased attention, though there is a gap in the research on VRLEs in criminal justice. The current study examines the impact of a virtual reality experience that focuses on mental illness occurring in those within the criminal justice system. A qualitative methodology was employed to examine student responses from 242 students in five criminal justice classes taught in two states between 2019 and 2020. Three themes emerged from the students' responses, including personal connections, empathy for others, and emotional responses to situational factors. Students experienced considerable presence and immersion during the virtual reality experience, and this generated emotional responses in them to the material. While the use of virtual reality in the pedagogy of social science is still emerging, the current study indicates that student can be provided a high degree of control and value in learning from the experience while simultaneously minimizing student exposure to risk. [ABSTRACT FROM AUTHOR]

In this cross-sectional study, a total of 394 U.S. American and Thai college students took an online survey investigating how they perceived humor used by their foreign-born instructors and how those perceptions then predicted their self-perceived cognitive and affective learning. Moderated mediation analyses revealed both student groups understood affiliative humor and considered it appropriate and humorous which then enhanced their learning. Aggressive humor positively predicted Thai students' learning through the mediating role of humorousness and negatively predicted U.S. students' learning through the mediating role of appropriateness. Self-defeating humor enhanced U.S. students' learning through the moderating role of appropriateness. This study clarified the influence of different humor styles on learning and extended the instructional humor processing theory by demonstrating the moderating effect of culture. With the internationalization of higher education and increasing number of foreign-born instructors, this pioneering study provided preliminary suggestions for effectively using humor in cross-cultural classrooms. [ABSTRACT FROM AUTHOR]

The future of video games lies in Affective Games, as the future of learning lies in Affective Learning that due to the proven role of human emotions in how we think and behave. The main goals behind studying emotions in all areas other than psychology and neuroscience are to maximize beneficial emotions, reduce detrimental ones and to develop adaptive systems. The combination of this concept and recent progress in technology has spurred researchers across various fields to focus on incorporating an emotional aspect into human-computer interaction. In Serious Games context, learner-player can experience two types of emotions, the first is related to the learning elements and the second is referred to video games elements. In both learning and video games contexts, recent studies have introduced affective models to conceptualize the influence of emotions within these spheres. However, a discernible trend emerges in the realm of Serious Games research. Notably, the majority of recent studies within this domain exhibit a notable inclination towards prioritizing aspects such as personalized emotion recognition, adaptive gameplay, real-time feedback mechanisms, emotion regulation training, immersive experiences via mixed reality, longitudinal studies, and collaborative cross-disciplinary initiatives. As a result, the nuanced pursuit of affective modeling for learners-players often experiences relegation, yielding precedence to these innovative trajectories. Within this conceptual framework, this article endeavors to examine the interconnection between the emotional experiences of learner-players and the educational and interactive components inherent in serious games. [ABSTRACT FROM AUTHOR]

Learning by doing has become a common phrase in the scholarship of teaching and learning as research continues to emphasize the benefits of active student engagement in higher education. Instead of passive vessels to be filled with information, students become the architects of their own education. While traditional ways of teaching focus on what students should learn, there is now more interest in how they should learn. With the emotional turn in geography, research has increasingly focused on the lived experience and the emotional and affective dimensions of space and place. However, the question often remains as to how to bring such research into an active learning environment that extends beyond the classroom. Instead of learning by doing, learning by feeling is presented as a new way of teaching emotional geographies. Student projects from two courses in landscape geography reveal how excursions into the affective landscape help students explore emotional geographies through more creative, reflective, affective, and active learning assessment strategies. [ABSTRACT FROM AUTHOR]

Background: Outdoor Adventure Education (OAE) has a long history of being associated with the facilitation of affective learning experiences. This research explores this relationship between OAE and the facilitation of affective learning experiences by enacting a pedagogical model. This inquiry was prompted by the publication of two papers in Physical Education and Sport Pedagogy – ‘A new pedagogical model for adventure in curriculum’ [Williams, A., and N. Wainwright. 2016a. “A New Pedagogical Model for Adventure in the Curriculum: Part One – Advocating for the Model.” Physical Education and Sport Pedagogy 21 (5): 481–500. doi:10.1080/17408989.2015.1048211; Williams, A., and N. Wainwright. 2016b. “A New Pedagogical Model for Adventure in the Curriculum: Part Two – Outlining the Model.” Physical Education and Sport Pedagogy 21 (6): 589–602. doi:10.1080/17408989.2015.1048212]. Purpose: Two research questions were developed for this exploration: (i) What are the realities of enacting a pedagogical model for OAE?; and (ii) When facilitating a programme for OAE, what affective learning experiences emerge and what are the processes involved in their facilitation? Method: A self-study methodology was used for this research and was guided by LaBoskey’s [2004. “The Methodology of Self-Study and Its Theoretical Underpinnings.” In International Handbook of Self-Study, of Teaching and Teacher Education Practices, edited by J. Loughran, M. L. Hamilton, V. K. LaBoskey, and T. Russell, 817–869. Dordrecht: Springer] approach to self-study. Ciaran (first author) – a facilitator of OAE programmes – conducted a self-study of their enactment of the pedagogical model for OAE in facilitating affective learning outcomes/experiences. Data sources included reflective journal entries and micro (a co-instructor of OAE) and macro (Dylan [second author]) critical friend meetings. Data was analysed following Charmaz’s [2014. Constructing Grounded Theory. Sage] approach to data analysis. Findings: The findings are captured in three categories: (i) Handing over the control to the students: realities of enacting a pedagogical model for OAE; (ii) The importance of creating an environment where affective learning can occur; and (iii) The potential of the pedagogical model for the creation of an environment where affective learning can be facilitated. Discussion: Throughout the findings, examples and considerations are given where the ‘non-negotiables’ of the pedagogical model for OAE can support and/or enhance and/ or facilitate affective learning outcomes/experiences of motivation, emotional responses, self-concept, and resilience [Teraoka, E., H. J. Ferreira, D. Kirk, and F. Bardid. 2021. “Affective Learning in Physical Education: A Systematic Review.” Journal of Teaching in Physical Education 40 (3): 460–473. doi:10.1123/jtpe.2019-0164]. Conclusion: This research highlights the possibilities and potentialities of a pedagogical model for OAE [Williams, A., and N. Wainwright. 2016a. “A New Pedagogical Model for Adventure in the Curriculum: Part One – Advocating for the Model.” Physical Education and Sport Pedagogy 21 (5): 481–500. doi:10.1080/17408989.2015.1048211; Williams, A., and N. Wainwright. 2016b. “A New Pedagogical Model for Adventure in the Curriculum: Part Two – Outlining the Model.” Physical Education and Sport Pedagogy 21 (6): 589–602. doi:10.1080/17408989.2015.1048212] in facilitating affective learning experiences/outcomes. We strongly encourage and advocate OAE facilitators/teachers to adopt, adapt, and enact the model to benefit the students’ affective learning development in OAE settings. [ABSTRACT FROM AUTHOR]

Over the past several decades, writing center scholarship has evolved to include multiple theories and pedagogies that led to widely used best practices. As is the case in many disciplines, often writing centers at large, research PWIs are most often cited and highlighted within the scholarship. While many of those readings do offer helpful strategies for working with students at all levels, often they do not account for the unique contexts and diverse student populations that make up many HBCUs. As a result, more research from a variety of writing centers is needed so practitioners see there are multiple ways to operate a successful center and facilitate effective sessions. These authors begin by describing their student population and the HBCU learning environment. They then articulate three specific strategies, many of which directly oppose current mainstream practices, implemented in their writing center that influenced their policies and procedures. Lastly, they explore larger implications for these findings, for they believe aspects of these practices, all with traditions deeply rooted in the often-undervalued affective components of literacy instruction at HBCUs, will advance ideas in the field and ultimately be helpful for staff and students in all writing center contexts. [ABSTRACT FROM AUTHOR]

The future of video games lies in Affective Games, as the future of learning lies in Affective Learning that due to the proven role of human emotions in how we think and behave. The main goals behind studying emotions in all areas other than psychology and neuroscience are to maximize beneficial emotions, reduce detrimental ones and to develop adaptive systems. The combination of this concept and recent progress in technology has spurred researchers across various fields to focus on incorporating an emotional aspect into human-computer interaction. In Serious Games context, learner-player can experience two types of emotions, the first is related to the learning elements and the second is referred to video games elements. In both learning and video games contexts, recent studies have introduced affective models to conceptualize the influence of emotions within these spheres. However, a discernible trend emerges in the realm of Serious Games research. Notably, the majority of recent studies within this domain exhibit a notable inclination towards prioritizing aspects such as personalized emotion recognition, adaptive gameplay, real-time feedback mechanisms, emotion regulation training, immersive experiences via mixed reality, longitudinal studies, and collaborative cross-disciplinary initiatives. As a result, the nuanced pursuit of affective modeling for learners-players often experiences relegation, yielding precedence to these innovative trajectories. Within this conceptual framework, this article endeavors to examine the interconnection between the emotional experiences of learner-players and the educational and interactive components inherent in serious games.

Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students' values, beliefs, and emotions are valuable resources supporting students' development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their own. Using a nationwide sample of syllabi in the United States, this study measures the extent to which the Krathwohl and colleagues' affective domains are incorporated into MSW diversity-related social justice syllabi. Content analysis of 48 syllabi was used to analyze affective domains at the levels of (A1) Receiving, (A2) Responding, (A3) Valuing, (A4) Organization, and (A5) Characterization. Findings provide a model for differentiating the levels of affective learning and how they can be operationalized throughout the syllabus within diversity-related social justice [ABSTRACT FROM AUTHOR]

Despite the importance of affective learning as a gateway to learning, it has been neglected in university curricula in many parts of the world. Subsequently, in formal classroom teaching, the bulk of the teachers' efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is earmarked for cognitive outcomes. However, research has shown that the affective domain develops well-rounded students with broad abilities and consequently many scholars advocate for the incorporation of the affective domain in university curricula. Therefore, the aim of this article was to establish and understand the self-perceived affective learning of the university students in order to match their emotions to the process of teaching and learning. The study was quantitative in nature and a survey design was followed. The Attribution theory was used to anchor the study. A randomly selected sample of 127 first-year students registered for Linguistics was used to collect data. A questionnaire was used to collect data and the Statistical Package for the Social Sciences (SPSS) was used to analyse data. With regards to students' self-perceived perceptiveness during classroom interaction involvement, the findings revealed that the majority of students were very perceptive to the meaning of others' behaviour in relation to themselves and the situation. Concerning the students' self-perceived attentiveness during classroom interaction involvement, the majority of students reported that they were very observant of others' reactions while speaking during classroom conversation. Finally, regarding students' self-perceived responsiveness during classroom interaction involvement, the students indicated that they felt confident during their conversation in class, and were sure of what to say and do. [ABSTRACT FROM AUTHOR]

Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers’ positive interpersonal communication behaviors in EFL students’ affective learning, irrespective of the cultural context.

Background: Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to the theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, and skill execution. The SE model provides a complete season during physical education (PE) lessons. Therefore, it is worth exploring the integration of TGfU with SE (TGfU-SE) model in PE courses, and whether the hybrid TGfU-SE model can achieve better learning effects for students than the TGfU model alone. Purpose: The purpose of the study was to compare the difference in learning effects between the TGfU-SE model and the TGfU model on students' learning motivation, sport enjoyment, responsibility, and game performance. Methods: This study used a quasi-experimental design to compare different learning effects between the experimental group (TGfU-SE) and the control group (TGfU). The participants lived in Taiwan, including two junior high school PE teachers and four PE classes with a total of 90 students (TGfU-SE group, n = 46; TGfU group, n = 44). Each teacher taught two PE classes, one with an experimental group and one with a control group. This study used four research instruments, including the Responsibility Scale in Physical Education (RSPE), Learning Motivation Scale in Physical Education (LMSPE), Sport Enjoyment Scale in Physical Education (SESPE), and Game Performance assessment instrument (GPAI). Analysis of covariance (ANCOVA) and the independent t-test were used to analyze the data. Results: The results of this study showed that the TGfU-SE model had more positive learning effects on students' learning motivation, sport enjoyment, responsibility, and game performance than the TGfU model. Conclusion: we concluded that the TGfU-SE model had a more positive influence on students' learning performance than the TGfU model. It is suggested that the hybrid TGfU-SE model could be implemented effectively in the PE curriculum. [ABSTRACT FROM AUTHOR]

Adolescents display heightened affective and social sensitivity, as well as differences in associative learning of both appetitive and aversive stimuli, compared to children and adults. Heightened sensitivity and decreased specificity in response to rewards and threats might explain differences in Pavlovian and instrumental learning in adolescence. During learning, adolescent affective and social sensitivity contributes to strong acquisition, heightened generalisation, reduced extinction, and increased exploration. Understanding social-affective learning in adolescence has implications for mental health and education. Adolescence is a period of heightened affective and social sensitivity. In this review we address how this increased sensitivity influences associative learning. Based on recent evidence from human and rodent studies, as well as advances in computational biology, we suggest that, compared to other age groups, adolescents show features of heightened Pavlovian learning but tend to perform worse than adults at instrumental learning. Because Pavlovian learning does not involve decision-making, whereas instrumental learning does, we propose that these developmental differences might be due to heightened sensitivity to rewards and threats in adolescence, coupled with a lower specificity of responding. We discuss the implications of these findings for adolescent mental health and education. [ABSTRACT FROM AUTHOR]

The ability to concentrate well is an important determinant of students’ learning outcomes but remains poorly understood. In this work we investigated whether there exists a mapping between students’ biosignals and perceived concentration levels. If we succeed in this mapping, a wearable can function as a Concentration Tracker, a novel feature that is missing from current wearables. For this, a wearable wristband was used to record students’ heart rate, heart rate variability, skin temperature, skin conductivity and acceleration from body changes. Additionally, students self-assessed their concentration levels using a smartphone application. We improved the accuracy by utilizing a big amount of unlabelled biodata from outside the study sessions. Our best boosted regression tree model predicted students’ concentration level with only 1.7% NMAE error. The predictions for a user not in the training set were much weaker; the best model, a convolutional neural network, achieved a prediction NMAE error of 30.7%. This implies that the users generated biosignals highly individually. Thus, models are not well transferable from one user to another without rooting them in user-specific data. Contrary to stress research, our results showed that skin conductivity had mostly a negative correlation with students’ concentration levels. Also diverging from stress reactions, skin temperature had mainly a positive correlation. Conductivity and temperature were the two dominant predictors. Further, the results suggest that an element of deep, effortless concentration was present in the learning experience of the subjects. Altogether, our work demonstrates that a concentration tracking wearable for improving learning is technically achievable.

Reading comprehension has been a perennial problem for Filipino students which was reflected in the Program for International Student Assessment (PISA) and in San Bartolome Integrated High School’s Secondary Reading Inventory (SRI) which showed that 281 out of 920 students were at the frustration level of reading. The strategy used by the teacher and reading interest of the students affect students’ learning. This experimental study aimed to find out the effect of Reader Response Strategy in teaching literature and affective learning domain on the level of critical thinking competence among grade 11 senior high school students at San Bartolome Integrated High School for school year 2019-2020. Forty (40) randomly selected grade 11 students served as respondents. Researcher-made 40-item pre-test and posttest on critical thinking competence, and as affective learning inventory were used as instruments. The respondents perceived that the first three levels of affective learning domain namely receiving, responding and valuing are evident in them. They are unsure of their perception of their organizing domain. They do not perceive characterizing is in their system. The respondents showed improvement in three out of four critical thinking competencies namely defining, classifying and drawing conclusions after exposure to Reader Response Strategy. However, there was no improvement in the respondents’ skills in finding relationships. There is no significant relationship between the respondents’ critical thinking competencies and their affective learning domain. It is recommended that Reader Response Strategy may be adopted for a longer period of time to ensure positive results in learners’ overall reading comprehension skills.

Öğrenmenin salt bilişsel yönü, bilginin eyleme dönüşmesi bilginin kişiselleşmesi ve öğrenciler tarafından benimsenmesi hususunda yeteri kadar etkili olmayabilmektedir. Öğrenilen bilgilerin bireyselleştirilmesi ve yaşama aktarılması bilişsel öğrenmelerle birlikte duyuşsal öğrenmeleri de gerektirmektedir. Duyuşsal öğrenmeler, eğitimde olduğu gibi din eğitimi açısından da önem ifade etmektedir. Birey yaşamında pek çok kazanım açısından kritik dönem olarak ifade edilen okul öncesi dönem eğitiminde duyuşsal öğrenmelere yer verilmesi, bu dönem eğitiminin öğrenci kazanımlarına etkisi açısından dikkate alınması gereken bir durumdur. Araştırmada okul öncesi dönem din eğitimi hizmeti veren Diyanet İşleri Başkanlığı 4-6 Yaş Kur’an Kursu Öğretim Programında duyuşsal eğitimin yerinin ne olduğu ve duyuşsal hedeflere ne düzeyde yer verildiği sorularına cevap aranmıştır. Araştırma soruları doğrultusunda 4-6 yaş Kur’an Kursu Öğretim Programında yer alan kazanımlar duyuşsal açıdan değerlendirilmiştir. Araştırma gerçekleştirilirken 4-6 Yaş Kur’an Kursu Öğretim Programı içerik analizi yöntemiyle incelenmiştir. 4-6 yaş Kur’an Kursu Öğretim Programının içerik analiziyle incelenmesi sonucunda genel olarak öğrencilerin bilişsel ve psiko-motor gelişiminin yanı sıra duyuşsal, ahlaki ve dini gelişimlerinin de desteklenmesine yönelik amaçlarının olduğu görülmüştür. 4-6 Yaş Kur’an Kursu Öğretim Programının genel hedeflerinde duyuşsal öğelere yer verilmesinin yanı sıra ünite kazanımlarında daha çok (% 81) bilişsel kazanımların ifade edildiği sonucuna ulaşılmıştır. Ünite kazanımlarında duyuşsal hedeflere %19 oranında yer verilmiştir. Bilişsel hedeflerin çoğunlukta olmasının yanı sıra etkinliklerin bazılarının duyuşsal kazanımlara yönelik olduğu görülmüştür. Bu öğretim etkinliklerinin planlanmasında ve yürütülmesinde duyuşsal boyuta yeterince olarak yer verilmediği şeklinde değerlendirilebilir. Ayrıca Kur’an-ı Kerim’e ait öğrenme alanı kazanımlarının tümüyle bilişsel açıdan ele alınmıştır. Okul öncesi dönem gelişim özellikleri göz önüne alındığında öğrencilerin yeni bir alfabeyi öğrenme ve ana dillerinden farklı bir dildeki metni okuma becerileri kazanmalarından çok Kur’an-ı Kerim’i okumaya karşı olumlu tutum geliştirmeleri, onu okumayı sevmeleri ve okumaya istekli olmalarının öncelikli olarak düşünülmesi önem arz etmektedir. Bu da öğretim programını yeniden ele alınmasını gerektirecek bir durum olarak değerlendirilebilir. Programın temel kazanımlarında olan temel dini ve ahlaki değerlere vurgu yapan duyuşsal öğeler, öğreticinin de farkındalığı ve etkinliklerin duyuşsal öğelere vurgu yapılarak işlenmesiyle öğrencilerin din konusunda olumlu tutum geliştirmelerine katkı sağlayacaktır.

In this article, we discuss the role of affective learning and arts-based inquiry as a catalyst for providing transformative learning experiences in teaching social justice issues related to Indigenous cultures and histories. The research was conducted with first-year pre-service teachers studying an Indigenous Knowledges course as part of their Bachelor of Education degree at an Australian university. Student responses to the course demonstrated that this approach supported deep engagement with course concepts, commitment to collaborative learning, and an appreciation for creative use of arts and the role of affect and in transformative learning. [ABSTRACT FROM AUTHOR]

Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through closeended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers' positive interpersonal communication behaviors in EFL students' affective learning, irrespective of the cultural context. [ABSTRACT FROM AUTHOR]

This chapter presents ways in which educators can use technology to enhance learning for students with autism spectrum disorder (ASD). The chapter begins with an overview of the communicative and social challenges that students with ASD typically experience. Next, it defines technology-aided instruction and intervention (TAII) and offers suggestions for educators planning to incorporate TAII into their classroom. The third section offers specific supports on using TAII to enhance communication while the final section offers specific supports on using TAII to enhance affective and social learning. Case studies and tables with clearly defined supports are included throughout the chapter. Educators may combine the supports presented because each support addresses more than one characteristic or need. In addition, educators will find that these supports benefit students with neurodiverse learning needs who may not be identified with ASD. [ABSTRACT FROM AUTHOR]

Introduction: Pharmacy students must achieve learning in the affective domain to attain the professional values that underpin patient-centred practice and self-directed, lifelong learning. An array of learning and teaching activities, including gaming and simulation, are used to achieve affective learning. The aim of this research was to evaluate affective learning in participants of an extended, immersive, gamified pharmacy simulation. Methods: Student teams managed simulated pharmacies, assuming the role of autonomous pharmacists to complete regular, scaffolded, pharmacy-related tasks and safely provide medicines and counselling. The 3-week gamified simulation was designed to develop teamwork and collaborative skills, while enhancing students' professional identity, confidence and competencies. Affective learning was assessed via analysis of student reflective journals. Final-year pharmacy students completed debriefing and reflection at specific timepoints during participation in the 3-week gamified simulation. The validated Griffith University Affective Learning Scale (GUALS) was used by trained external assessors to evaluate the highest levels of affective learning detected in student reflective journals. Quantitative analysis of GUALS scores was conducted using SPSS 25. Means were computed per student for each week, regardless of journalling frequency, and changes over time compared. Results: From 2016 to 2018, 123 students participated in the simulation, generating 734 reflective journal entries for analysis. Overall, affective learning was evident, and its level increased over the course of the simulation. This was primarily associated with the improvements of female students. Conclusion: An extended, immersive, gamified pharmacy simulation induced and enhanced affective learning in final-year pharmacy students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital Interprofessional Learning Client Documentation (D-IPL Client Docs) is an initiative designed to develop student interprofessional communication skills through electronic record writing and a virtual simulation (VS) or live virtual simulation (LVS) case conference. The aims of the study were to (a) identify whether D-IPL Client Docs supports student learning in the affective domain and (b) compare the learning outcomes for students participating in the VS versus the LVS case conference. Data were drawn from 83 Bachelor of Social Work students who had participated with other health professional students in the D-IPL Client Docs activities. The reflective journals submitted by this cohort of social work students were analyzed qualitatively and quantitatively using the Griffith University Affective Learning Scale. Qualitative analyses revealed that the activities enabled students in both groups to learn about themselves, their roles, and the roles of others, and the benefits of interprofessional collaboration in optimizing client outcomes. Quantitatively, the VS mode appeared to be more effective in supporting students to develop higher order affective learning; however, the effect size was small. Future studies should involve a larger sample size and include students from various professions to ascertain the transferability of findings. [ABSTRACT FROM AUTHOR]

Circadian rhythms have received increasing attention within the context of mental disorders. Evening chronotype has been associated with enhanced risk to develop anxiety and post-traumatic stress disorder (PTSD). The classical fear conditioning paradigm is a powerful tool to reveal key mechanisms of anxiety and PTSD. We used this paradigm to study the neurocognitive basis of the association between chronotype and fear responses in healthy humans. 20 participants with evening chronotype and 20 controls (i.e., intermediate chronotype) completed a 2-day Pavlovian fear learning and extinction virtual reality task. Participants received fear conditioning, and extinction learning on day 1. Extinction memory recall was tested on day 2. To address interactions between chronotype and time of day of the fear conditioning, and extinction performance, half of the participants were tested in the morning, and the other half in the evening. Skin conductance response (SCR) and subjective fear ratings were measured as primary outcomes. Chronotype was established via the morningness-eveningness questionnaire (MEQ). We found an overall higher SCR for fear acquisition in participants with the evening chronotype profile, compared to controls. Moreover, the higher the MEQ scores -indicative of less eveningness - the lower the SCR was. No effects of chronotype were found for extinction and extinction recall. The higher vulnerability of the evening chronotype for anxiety and related disorders may thus be explained by enhanced fear acquisition of this group. [ABSTRACT FROM AUTHOR]

The purpose of this study is to propose an e-learning system model for learning content personalisation based on students' emotions. The proposed system collects learners' brainwaves using a portable Electroencephalogram and processes them via a supervised machine learning algorithm, named K-nearest neighbours (KNN), to recognise real-time emotional status. Besides, it uses a reinforcement learning approach to analyse the learners' emotional states and automatically recommend the best-fitted content that keeps the students in a positive mood. The performance of the proposed system is evaluated in two forms: 1) the system performance and 2) student engagement, satisfaction, and learning. A convenience sampling method is used to select 30 students from the pollution of 281 PartII-undergraduate students who study computer science during the 2020-21 academic year at the University of Nottingham Ningbo China. The selected students are divided into homogenous control and experimental groups for learning English listening and reading skills. According to the machine learning results, the trained KNN recognises the emotional states with an accuracy of 74.3%, the precision of 70.8%, and recall of 69.3%. In addition, the results of the t-Test demonstrate that the proposed e-learning system model has no significant impact on learners' learning and engagement but enhances the student's satisfaction compared to traditional e-learning systems (p < 0.05). [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The hypothesis that affective learning is mediated by social devices was applied to experimental research conducted in evaluative conditioning, which refers to the affective learning of pleasant and unpleasant outcomes by an association of stimuli. Although it is believed that this association is partly an effect of the experimental procedure, the implications of this have not been explored. Could affective learning be understood to be a socially mediated process that requires a specific setting? This explanation is discussed from Lev Vygotsky's sociocultural approach and the concept of device, emphasizing both the subject's and the context's active way of becoming in the acquisition of tastes. We also carried out a microgenetic analysis of the experiments described in two articles that are representative of this paradigm to show that evaluative conditioning is the product of a learning device that is part of the social history of the subject's psychological processes. [ABSTRACT FROM AUTHOR]

Cultural and financial growth in football has seen an increased level of scrutiny on the performance of match officials. Although the professionalisation of officiating in football bas seen an increase in research and practice to improve decision-making, such practice lacks 'functionality' and accurate representation, attributed in part to the absence of qualitative data from officials. This study aimed to acquire and interpret experiential knowledge of elite football referees to improve practice design. Three FIFA and UEFA listed match officials with 61 years of combined experience (M = 20.3, SID = 2.49) were interviewed. Thematic analysis revealed both proximal and distal constraints on performance, represented in five higher order themes of performance environment, governing body environment, individual constraints, media and social media influence, and societal views, that are presented using, Bronfenbrenner's ecological systems model. The constraints identified inform recommendations for representative practice design to improve the performance of match officials. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This point for departure piece is about university students working together and working for each other in the context of Vygotsky's Zone of Proximal Development (ZPD) and his concept of the 'more capable peer.' Much attention has been paid to what is learned, or the knowledge component of the ZPD. However, what seems to be absent in these accounts is an understanding of the interpersonal communicative processes involved in peer to peer relationships. What we address here is: what needs to be 'more capable' about a peer? And can the ZPD be seen as a person-centred affective zone of empathy and positive regard for others. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)