I’ve got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app

Abstract

Little research has been conducted to differentiate between multiple, and frequently simultaneously available, discrete object foci in academic achievement situations that emotions can be generated from, including technology and academic topics. Using R. Pekrun’s control-value theory of achievement emotions and Sharples and colleagues’ Mobile Learning Theory, we examined whether appraisals of control over technology and task value predicted emotions directed toward using a mobile app (technology-related emotions) and queer history content (topic emotions). In turn, we examined whether technology-related and topic emotions predicted objective and subjective knowledge outcomes. The main results of this study that examined 57 undergraduate students at a Canadian University were the following: (1) Learners reported high mean levels of technological control over the app. (2) Relatively high mean levels of task value. (3) High mean levels of enjoyment and low mean levels of boredom across both technology-related and topic emotions. (4) Learners’ appraisals of task value contributed to multiple regression models that statistically significantly predicted all emotions; appraisals of control over technology contributed to the multiple regression model (along with task value) that statistically significantly predicted technology-related enjoyment. And (5) technology-related enjoyment and topic boredom contributed to multiple regression models that statistically significantly predicted perceived success of learning. Findings and implications are discussed from a critical-analytical perspective.