Assessing students' emotional states: An approach to identify lectures that provide an enhanced learning experience

David A. Munoz, Conrad S. Tucker

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

Abstract

The learning process is affected by various elements in the classroom. An enhanced learning experience can maximize students' positive emotional states, and therefore, students' learning achievements. Thus, identifying lectures that provide a superior learning experience is critical to improving students' attention during classroom activities. In this paper, the authors propose a methodology that quantifies students' emotional states in order to identify lectures that provide enhanced learning experiences. An attitudinal survey considering relevant emotional states in a classroom setting such as engagement, delight, interest, boredom, frustration, and confusion was used to evaluate students' emotions and their intensities. Correlation analysis indicated that positive and negative emotions were strongly positively correlated (r > 0.6) and moderately positively correlated (r > 0.4) among them respectively. Confusion was found to be the emotional state with lowest correlation coefficients. On the other hand, engagement and boredom were strongly negatively related with a correlation coefficient of -0.74. Additionally, perceived teaching style was at least moderately correlated to each one of the students' emotional states. Unexpectedly, perceived teaching style was not correlated to perceived difficulty of the lecture (r = -0.01). Finally, the authors demonstrated that the use of Value Path Graph (VPG) is useful to identify lectures that provide an enhanced learning experience on various dimensions.

Original languageEnglish (US)
Title of host publication16th International Conference on Advanced Vehicle Technologies; 11th International Conference on Design Education; 7th Frontiers in Biomedical Devices
PublisherAmerican Society of Mechanical Engineers (ASME)
ISBN (Electronic)9780791846346
DOIs
StatePublished - Jan 1 2014
EventASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2014 - Buffalo, United States
Duration: Aug 17 2014Aug 20 2014

Publication series

NameProceedings of the ASME Design Engineering Technical Conference
Volume3

Other

OtherASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2014
CountryUnited States
CityBuffalo
Period8/17/148/20/14

All Science Journal Classification (ASJC) codes

  • Modeling and Simulation
  • Mechanical Engineering
  • Computer Science Applications
  • Computer Graphics and Computer-Aided Design

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