Enjoyment and frustration during tablet computer-based lessons in the field of economics

Abstract

With regard to the field of vocational education and training, there is little evidence of how computer-based learning environments are perceived differently by learners. This study analyzed the affective experience of secondary school students in the German state Baden-Wurttemberg (N = 103) participating in a series of tablet computer-based lessons for self-regulated learning purposes. A continuous-state-sampling-instrument periodically tracked the emotional states of the participants. Right before the lessons, a preparatory training should promote the participants computer and information literacy. However, the training had no positive effect on the emotional experience. The results showed, among others, that the tablet computer-based lessons were experienced significantly more positive by male learners what can be partially explained by a more intensive use of computers and a more positive attitude towards the use of computers in favor of male learners. Moreover, the findings indicate an overall declining development of desirable emotional states (positive activation as well as valence) when using tablet computers for self-regulated learning. The study provides essential insights into the qualitative development of students’ experience during phases of computer use when personal variables are taken into consideration. It also presents indications on how to design learning environments using tablet computers.