Abstract
Virtual education has grown exponentially in the past year due to the global COVID19 pandemic. In this context, the exploration of teachers’ perceptions of their students’ emotions when using ICTs has become more relevant. The aim of this study was two-fold, on the one hand, to analyze how teachers perceived their students’ emotions and, on the other hand, to analyze the emotions teachers wanted to modulate in their students when using ICTs. To this end, an interpretative and comparative study was implemented using the Lexical Availability technique. The sample was formed by 178 Chilean teachers who took a lexical availability test. The analysis included general vocabulary through network graphs and a comparison across gender, academic background, school type and knowledge area. The results made it possible to identify the latent mental lexicon of teachers, revealing significant differences in the perception of emotions, according to gender and ICTs use and according to gender and knowledge area. The study further projects the potential of lexical availability to determine the emotions required by Affective Informatics in the adaptability of educational systems and to make adjustments to the instructional design.
Highlights
The COVID19 pandemic has marked a turning point in various human activities; without a doubt, education is among the most affected ones
We focus on the study of the available emotional lexicon to analyze possible adjustments to the instructional design and to examine the possibilities that the lexical availability technique offers for the adaptability of the systems to the participants’
As an application of the importance of using the techniques of lexical availability with emotional in the teaching processes with Information and Communication Technologies (ICTs), we wondered if this technique allows to show the emotions that Emotional Informatics requires for the adaptability of educational systems and if these same Emotions detected by the lexical availability allow us to generate adjustments in the instructional design in the planning of a class
Summary
The COVID19 pandemic has marked a turning point in various human activities; without a doubt, education is among the most affected ones. The dialogic and emotional processes, typical of classroom interaction, have been profoundly altered as they are necessarily mediated by digital technologies In this way, the teaching activity suddenly faced the challenge of having to adapt its pedagogical activities, integrating Information and Communication Technologies (ICTs) to the educational process, trying not to neglect the emotional aspect widely affected by virtual teaching. Given the vertiginous pace that the pandemic has imposed on teaching, there is a need for fast and effective methodologies that allow us to examine the effects of ICTs use on virtual teaching and the emotional interaction between teachers and students To this end, this study uses Lexical Availability as a proposal for analyzing teachers’ latent lexicon that accounts for the emotions they perceive in their students when they use ICTs in their virtual classes. Lexical Availability has been regarded as an adequate technique for this type of analysis due to its speed and precision in obtaining concrete results on the variables being examined, providing information that will allow the teacher to make adjustments in their virtual classroom pedagogical practices to better modulate their students’ emotions when using ICTs
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