Curiouser and Curiouser: The Wonderland of Emotion in LMOOCs

Abstract

Emotions and learning are inextricably linked and as such, computer-based learning environments should be cognisant of learning-enhancing emotions. More research, however, is needed to identify the factors that lead to specific emotions in digital and online learning environments, along with research to explore our understanding of the effects that different emotions can have on learning and on performance. This paper reports on a study-in-progress in the National Institute for Digital Learning in Dublin City University in Ireland, which is investigating the relationship between emotion and learning in Language MOOCs (LMOOCs). This study reports on preliminary findings of the first run of the Irish 101: Introduction to Irish Language and Culture, LMOOC, hosted on the FutureLearn platform. Using an experience sampling method, participants self-reported on their emotional experience after completing a range of activities during the three-week course. Initial findings show that Curiosity was the emotion participants felt most strongly, followed by Excitement, Hope and Pride. Affective states shifted over the duration of the course, most notably from week 1 to week 2, and following various MOOC activities. This paper concludes by providing an initial insight into the importance of considering learner affect in an LMOOC and in MOOCs more generally.