نقش احساسات در یادگیری الکترونیکی
ترجمه نشده

نقش احساسات در یادگیری الکترونیکی

عنوان فارسی مقاله: جستجویی مربوط به نقش احساسات در یادگیری الکترونیکی
عنوان انگلیسی مقاله: Searching for the role of emotions in e-learning
مجله/کنفرانس: یادگیری و آموزش - Learning And Instruction
رشته های تحصیلی مرتبط: علوم تربیتی
گرایش های تحصیلی مرتبط: تکنولوژی آموزشی
کلمات کلیدی فارسی: احساسات، آموزش تحصیلی، یادگیری الکترونیکی، یادگیری تحت حمایت رایانه، طراحی احساسی
کلمات کلیدی انگلیسی: Emotion، Academic learning، E-learning، Computer-supported learning، Emotional design
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.learninstruc.2019.05.010
دانشگاه: University of California, Santa Barbara, United States
صفحات مقاله انگلیسی: 3
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 4/625 در سال 2018
شاخص H_index: 98 در سال 2019
شاخص SJR: 2/494 در سال 2018
شناسه ISSN: 0959-4752
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E12738
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Abstract

1- Introduction

2- Identification of emotions in e-learning

3- Measurement of emotions in e-learning

4- Explanation of emotions in e-learning

5- Conclusion

References

بخشی از مقاله (انگلیسی)

Abstract

This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning). Three central research challenges concerning emotion in e-learning are: identification (e.g., what are the key emotions in e-learning?), measurement (e.g., how can we tell how strongly a learner is experiencing each key emotion during e-learning?), and explanation (e.g., what are the causes and consequences of the learner's emotional state during learning?). A useful goal of research on emotions in e-learning is to test an affective-cognitive model of e-learning with links among an e-learning episode, the learner's emotional reaction during learning, the learner's cognitive processing during learning, and the learning outcome.

Introduction

The goal of instruction is to create learning experiences that promote a change in knowledge in the learner, or more concisely, the goal of instruction is to promote learning (Mayer, 2011). According to cognitive models of learning, such as the cognitive theory of multimedia learning, an instructional message causes cognitive processing in the learner that yields a learning outcome (Mayer, 2009, 2014). However, researchers have called for expanding theories of academic learning to include the role of affective processing, because cognitive processing is not the only internal activity in the learner during learning (Lajoie, 2014; Moreno & Mayer, 2007; Pekrun & Perry, 2014; Plass & Kaplan, 2016). In particular, affective-cognitive models of learning seek to incorporate the learner's emotional state during learning within the causal chain that produces a learning outcome. Emotion is short-term, intense affect caused by a particular object or event (Duffy, Lajoie, Pekrun, & Lachapelle, 2018 this issue). Fig. 1 summarizes an affectivecognitive model of academic learning which incorporates both affective processing and cognitive processing during learning: the learning episode causes an emotional reaction in the learner that affects cognitive processing during learning and leads to a learning outcome. This special issue of Learning and Instruction provides the latest update in attempts to clarify some of the boxes and links in this kind of affective-cognitive model of academic learning. In particular, this special issue examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning).