Emotional Engagement Research Articles

The Impact of Computer-Based Activities and Non-Computer-Based Activities on College Students’ Learning Engagement in English Lessons

The impacts of computer-based activities (CBAs) and non-computer-based activities (NCBAs) on the learning engagement of college students in English as a Foreign Language (EFL) courses at FPT Polytechnic College are investigated in this paper. The study involved eighty second-year students, followed a mixed-methods approach with a within-subject design spanning six weeks. Participants in courses include just CBAs during the first three weeks, followed by NCBAs in the next three weeks. To evaluate students' cognitive, emotional, and behavioral involvement in different learning environments, data were gathered by means of surveys and interviews. With 55% of participants choosing NCBAs for concept sharing and 58.75% expressing enthusiasm for class involvement, the results show that NCBAs significantly raised students' cognitive and emotional engagement. On the other hand, CBAs linked with lower participation levels on several other criteria. The paper underlines the need to include NCBAs to improve the learning environment and advises teachers to use a balanced approach in the evolution of EFL curricula. In language-learning environments, this paradigm increases student involvement and raises educational results.

PBL 교육과정에서 학습자의 성취 수준에 따른 학습몰입 특성: 성찰일지의 코퍼스 기반 분석

Objectives The study aims to analyze the learning engagement characteristics based on learners' achievement levels in a Project-Based Learning (PBL) curriculum. Through a corpus-based analysis of reflective journals, the research seeks to objectively evaluate and differentiate the emotional, behavioral, and cognitive engagement types of learners. Methods This research employed a corpus-based linguistic approach to analyze the reflective journals of learners from a PBL course. A total of 24 students from C University participated, divided into high-achieving and low-ach-ieving groups. The reflective journals, collected over nine weeks, were analyzed using the AntConc program to ex-tract keywords representing emotional, behavioral, and cognitive engagement. Statistical analyses, including One-Way ANOVA and independent samples t-test, were conducted to determine the differences in engagement types within and between the groups. Results The analysis revealed distinct differences in engagement characteristics between high-achieving and low-achieving learners. High-achieving learners exhibited higher levels of emotional, behavioral, and cognitive engagement, reflected in a greater frequency of keywords related to these dimensions. The differences were statistically significant, highlighting the need for differentiated instructional strategies to cater to varying learner needs. Conclusions The findings emphasize the importance of tailoring educational strategies to the individual needs of learners based on their engagement patterns. This approach can enhance the effectiveness of PBL by fostering deeper and more meaningful learning experiences. The study contributes to the development of targeted teaching methods that support both high-achieving and low-achieving students, ultimately improving overall learning outcomes.

Celebritizing Dr. Fauci: Risk, Public Affection, and the “Total Package” of Scientific Expertise

ABSTRACT In the earliest days of COVID-19, Dr. Anthony Fauci earned a reputation that transcended the typical boundaries of public trust. Among progressive science advocates—particularly in social media spaces—Fauci developed an admiring fandom who saw him as a symbol and distillation of official scientific knowledge. In this essay, I combine insights from scholarship on ethos, public feeling, and risk to unpack the implications of Fauci’s “celebritization” on rhetorical understandings of expert-public relationships and the construction of risk and expertise. Specifically, I examine tweets from one viral X (formerly Twitter) account, the Anthony Fauci Fan Club (@FauciFan), to show how fans augment Fauci’s expertise through affection and moral praise, while carefully reiterating his (and science’s) reluctant, apolitical orientation and empirical commitments. These emotional engagements, I argue, constitute a potent form of tactical risk communication whereby publics claim a voice in larger discourses, and which acknowledges the entangled relationship between facts and feelings.

Design and development of an ai-driven communication model for stimulating memory recall in patients with Alzheimer’s and other neurodegenerative diseases

This study presents the development and evaluation of an AI-driven communication tool designed to stimulate memory recall in patients with Alzheimer’s disease and other neurodegenerative disorders. The tool integrates machine learning algorithms, including Random Forest and Long Short-Term Memory (LSTM) networks, with mass communication theories to deliver personalized and adaptive communication strategies. The AI models were trained and tested on patient interaction data, enabling the tool to dynamically adjust its prompts based on real-time cognitive states. Performance metrics such as accuracy, precision, and AUC-ROC were used to assess model efficacy, with the Random Forest model achieving the highest performance across all metrics. Clinical trials demonstrated significant improvements in memory recall and emotional engagement in patients using the AI tool compared to standard cognitive stimulation therapy. Caregivers also reported higher satisfaction with the tool's usability and impact on patient interaction quality. These findings highlight the potential of AI-driven, personalized communication tools to revolutionize Alzheimer's care, offering scalable, adaptive interventions that improve cognitive and emotional health. Academically, this work advances the integration of AI and health communication, emphasizing culturally sensitive and patient-centered approaches. In healthcare, it presents a promising non-pharmacological intervention that can be easily scaled for widespread use, potentially reducing caregiver burden and improving patient outcomes.

A Study on the Influence of Emotional Intelligence on Academic Satisfaction Among Chinese College Students: The Mediating Effect of Learning Engagement and the Moderating Effect of Social Support

This study primarily examines the interconnections among college students' Emotional Intelligence, Learning Engagement, Academic Satisfaction, and Social Support. A total of 535 college students participated in the survey utilizing the Emotional Intelligence Scale (EIS), the Learning Engagement Scale (UWES-S), the Perceived Social Support Scale (PSSS), and the University Version of Learning Satisfaction Scale. Findings indicate that the Emotional Intelligence of college students exhibits significant variability, with notable gender disparities. Emotional Intelligence is found to have a substantial positive influence on both Academic Satisfaction and Learning Engagement, while Learning Engagement further positively affects Academic Satisfaction. Additionally, Learning Engagement serves as a mediating factor between Emotional Intelligence and Academic Satisfaction, and Social Support acts as a moderating variable in the Emotional Intelligence-Academic Satisfaction dynamic.

The Influence of Storytelling Techniques in Digital Marketing on Brand Loyalty: A Consumer Psychology Perspective

This study investigates the impact of storytelling techniques in digital marketing on brand loyalty, focusing on consumer psychology perspectives. The research aims to identify how storytelling, through emotional resonance, authenticity, and cultural relevance, fosters brand loyalty by creating deep, psychological connections with consumers. A qualitative research approach was applied, involving a systematic literature review of academic journals, books, and industry reports on storytelling, digital marketing, and consumer-brand relationships. The analysis was conducted using thematic coding, which categorized data into primary themes, including emotional engagement, brand authenticity, and cultural adaptation. Results indicate that storytelling effectively influences consumer loyalty by evoking emotional responses, establishing brand trust through authentic narratives, and enhancing engagement through culturally relevant content. Findings reveal that storytelling in digital marketing transforms brands into relatable entities, reinforcing loyalty through shared values and identity alignment. The study concludes with theoretical and managerial implications, suggesting that brands should prioritize authentic and culturally adaptive storytelling to cultivate lasting consumer loyalty in a competitive digital landscape. Future research should further examine the long-term effects of storytelling on loyalty across different digital platforms and cultural contexts.

Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.

An examination of sources fostering student teachers’ academic well-being

ABSTRACT This study examined student teachers’ perspectives on the sources of their academic well-being within the context of a four-year undergraduate teacher education programme in Qatar. A survey was developed and validated using a conceptual framework entailing cognitive, social and emotional dimensions. Statistical analyses involving 806 responses revealed five factors that contributed to participants’ academic well-being, namely: (F-1) self-regulated learning, (F-2) academic values, (F-3) social engagement, (F-4) peer learning and (F-5) emotional engagement. Comparative analyses between gender, age, reported GPA and credit hours verified the different influence of the five factors on fostering academic well-being. These results are further discussed in light of implications for using the validated instrument and devising tailored interventions.

Entrepreneurial well-being of expatriate entrepreneurs: self and world

PurposeThis paper explores the Entrepreneurial Well-Being (EWB) of expatriate entrepreneurs in China. Through the analysis of their contextualised lived experience across the entrepreneurial journey, the paper proposes a novel theorisation of EWB.Design/methodology/approachThis study adopts an interpretivist approach of abductive reasoning to analyse the data from 50 in-depth interviews conducted with expatriate entrepreneurs in China. Expatriate entrepreneurs are confronted with enhanced challenges in their host country, leading to particular emotional engagement with the entrepreneurial journey.FindingsFindings show the importance of life situations, emotions and relatedness in the entrepreneurial process and the EWB of expatriate entrepreneurs. Theorising from their lived experiences, the paper presents EWB as a dynamic process. It further theorises this process as a constant, ongoing interaction and integration between the self and world, in an interplay of being and becoming. Such theorisation contributes first to advancements in the EWB literature, with a stronger emphasis on the entrepreneurial aspect. The paper also contributes to discussions on contextualised entrepreneurship by stressing the role of emotions and relatedness in the pursuit of EWB.Originality/valueEntrepreneurship is a global phenomenon, which is often presented as a suitable alternative career path for migrant and expatriate individuals. However, the importance of EWB for entrepreneurs requires further attention from policy-makers, support institutions and entrepreneurs themselves. By theorising EWB as a processual journey of being and becoming and the relation between the self and world, this paper opens avenues for innovative support policies and practices aiming at developing the full potential of individuals in entrepreneurship and promoting both the happiness index and the global index of society.

Exploring the effectiveness of virtual reality in combating misinformation on climate change

AbstractOur research examines the potential of immersive virtual reality (VR) in countering climate change misinformation. By creating VR simulations of future climate scenarios, we visually depict the potential impacts of rising temperatures and sea level rise on communities and ecosystems. Our objective is to determine whether immersive VR can achieve more effective correction outcomes compared to social media. We employ a mixed experimental design, manipulating the provision of correction through either VR or social media. We measure the impact of these interventions on belief in and skepticism toward climate change, and on inferential reasoning at three different points over a month. Furthermore, we explore the effectiveness of human actors and the level of presence in the VR experience as strategies to combat climate change misinformation. We find that VR conditions might lead to increased certainty in the belief that climate change is really happening and lowered skepticism toward the clarity of the effects of climate change. Moreover, we find significant differences in the heart rate (HR) of the participants in the VR conditions. The use of avatars in VR environments may contribute to heightened HR variability during misinformation correction, potentially due to increased emotional engagement and cognitive load.

Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

ABSTRACTAs artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign language (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on its effects on student academic engagement in literature classes and the corresponding emotional experiences. This study, therefore, aimed to examine the effects of AI use on English as a foreign language (EFL) learners' academic engagement, and the emotional experience was also qualitatively explored. Students were allocated to the experimental group (N = 48), who received instruction integrated with AI, and the control group (N = 48), who received traditional instruction without AI assistance. Quantitative data were collected using an FL engagement scale, supplemented by individual semi‐structured interviews in the qualitative phase. The results indicated that integrating AI into EFL instruction has a positive effect on students' cognitive, emotional and social engagement. Moreover, the learners' emotional experiences were found to be abundant and dynamic, exerting influence on their academic engagement. This study provides valuable insights for language educators and researchers regarding integrating AI into EFL instruction.

Language of emotions: Establishing connection with customers in tourism industries

Establishing a deep connection to customers is crucial in the highly competitive tourism industry. Service providers in the tourism industry must be good expressive communicators in order to deliver a better product and enhance the customer’s experience. This qualitative study explores the significance of the 'Language of Emotions' in the tourism industry, including the use of empathy, emotional intelligence, and effective communication to comprehend and address the emotional requirements of consumers. Tapping twelve (12) frontline tourism industry workers with at least three years of experience and twelve (12) tourists who made six purchases of tourism-related goods in the previous two years totaling to 24 respondents via purposive sampling, results of this study implies that tourism industry professionals can use this language to develop unique experiences, cultivate client loyalty, and accelerate company expansion. Personalized service delivery, emotional engagement, and attentive listening are some strategies. The study also highlights the necessity of providing personnel with communication and emotional intelligence training. The usefulness and difficulties of applying the "Language of Emotions" are covered in the conclusion, along with suggestions for further study and use. For tourism industry experts looking to improve client satisfaction and loyalty through emotional connections, this research provides insightful information.

Understanding the formation process of positive customer engagement behaviors: a quantitative and qualitative interpretation

PurposeTo investigate the impact of cognition, emotion and other factors on positive customer engagement behaviors and to identify the differential formation processes and dynamic changes in these behaviors.Design/methodology/approachWe used cognitive appraisals and coping theory as well as justice theory, to analyze comment data from the Xiaomi Community with natural language processing and binary logistic regression.FindingsOur results indicate that cognition and emotion are unnecessary for positive customer engagement. Users expressing different cognitions and emotions exhibit varied positive engagement behaviors. The behavioral dimension was the most frequently combined, followed by the affective and cognitive dimensions. Managers should adopt material or spiritual incentives to encourage users with positive emotions and cognition to become loyal. Additionally, addressing comments with distributive justice cognition can promote positive customer engagement.Originality/valueThis study clarifies the complex interplay between cognition, emotion and customer engagement behaviors, providing actionable insights for brand managers to foster customer loyalty and positive customer engagement.

Exploring emotional dynamics: Word count effects in Facebook posts by sports shoe brands

This study examines the impact of word count in Facebook posts on user engagement and emotional responses, focusing on sports shoe brands. It addresses a research gap concerning the effects of post length on various emotional aspects and engagement metrics within social media marketing. Data were collected from January 1, 2024, to January 30, 2024, covering posts from January 2013 to December 2023 on official Facebook pages of several sports shoe brands. After cleaning an initial 723 posts, 636 were analyzed using statistical methods and Python libraries. Eight emotional aspects—fear, anger, sadness, trust, anticipation, joy, disgust, and surprise—were examined in relation to post length. Mean reaction values and emotional aspects were compared before and during the COVID-19 period. A structured equation model (SEM) in AMOS assessed these relationships. The analysis revealed that longer posts positively influenced trust (β = 0.208, ρ < 0.001), anticipation (β = 0.095, ρ < 0.05), joy (β = 0.259, ρ < 0.001), and surprise (β = 0.072, ρ < 0.05), but did not significantly affect fear (β = 0.065, ρ = 0.089), sadness (β = 0.054, ρ = 0.155), or disgust (β = 0.072, ρ = 0.116). During COVID-19, increased trust and anticipation were noted, while sadness and anger decreased. This study highlights that longer Facebook posts can enhance engagement through increased trust, anticipation, joy, and surprise, offering valuable insights for optimizing social media content strategies.

Design of a virtual reality serious game for experiencing the colors of Dunhuang frescoes

With the rapid advancement of digital games, serious games have emerged as a significant medium for engaging with cultural heritage. As a primary visual element in cultural heritage, color plays a crucial role in users’ digital learning. However, there is currently a scarcity of serious game designs that specifically focus on cultural heritage colors, indicating potential for improvement in the user experience. To further enhance users’ perception of color and create a more engaging and enriching digital cultural heritage experience, this study proposes a virtual reality serious game (VR SG) design method specifically tailored to cultural heritage colors. Additionally, it explores the potential of VR SG in enhancing the education, entertainment, and dissemination aspects of these colors within cultural heritage. Specifically, we explore how to integrate relevant knowledge of cultural heritage colors into the application process of VR SG and assess users’ learning performance, engagement, and interactive willingness within these VR SG. The study employs the colors of the Dunhuang cave frescoes as a case study for design practice. A total of 30 participants took part in a between-group comparison experiment, utilizing a mixed-methods approach that combined quantitative and qualitative assessments to compare the performance of a VR SG with a VR exhibition game. The results indicate that both the VR SG and the VR exhibition game effectively enhance users’ understanding and retention of knowledge, with VR SG users demonstrating higher levels of task engagement, emotional engagement, willingness to explore, and willingness to share. This study confirms the potential of VR SG to enhance the education, entertainment, and dissemination aspects of cultural heritage colors and discusses the implications of VR SG in supporting digital cultural heritage experiences.

Computational elucidation of non-verbal behavior and body language in music therapy

Abstract Music therapy has shown efficacy in serious and chronic conditions, mental disorders, and disabilities. However, there is still much to explore regarding the mechanisms through which music interventions exert their effects. A typical session involves interactions between the therapist, the client and the musical work itself, and to help address the challenges of capturing and comprehending its dynamics, we extend our general computational paradigm (CP) for analyzing the expressive and social behavioral processes in arts therapies. The extension includes bodily and non-verbal aspects of the behavior, offering additional insights into the client’s emotional states and engagement. We have used this version of the CP, which employs AI pose estimation technology, image processing and audio analysis, to capture therapy-related psychometrics and their intra- and inter-session analysis. The CP is applied in a real world proof-of-concept study, and the results enable us to pinpoint meaningful events and emergent properties not captured by the human eye, complementing the therapist’s interpretations. The resulting data may also be useful in other scientific and clinical areas.

Episode model: The functional approach to emotional experiences of music

We present a novel framework for music and emotion research that addresses emotional experiences with music as functional episodes. This framework, called the Episode Model, places the situation and the function of the music for the individual at the centre of the experience and integrates acts of affective self-regulation to our understanding of music as emotional experiences. The model consists of a set of five common and functionally unique episodes of emotional experiences related to music, which are: (1) Enjoyment–Distraction–Relaxation (EDR), (2) Connection–Belonging (CB), (3) Focus–Motivation (FM), (4) Personal Emotional Processing (PEP), and (5) Aesthetic–Interest–Awe (AIA). Each episode type can be characterised by a distinct configuration of six descriptive schemes: (1) core affect and emotion qualia, (2) induction mechanisms, (3) listening modes and agency, (4) reward and exposure, (5) musical meanings, and (6) functional contexts. This framework of episodes and schemes places the functionality of emotions at the forefront of music and emotion research and explains how emotional experiences are situated and functionally constructed. In addition, we provide a set of assumptions and specific predictions to facilitate focussed empirical studies of emotional engagement with music.

Exploring the Relationship Between Learner Engagement and Language Achievement in Blended Learning Context

Engagement has been considered as an important construct which influences learner’s language learning. This study aims to assess EFL learners’ engagement level in the blended learning context and then to explore its relationship with language achievement. A quantitative research design was adopted with a survey approach. A total of 209 questionnaires were collected. Learners’ language achievement was measured through their end-of-term exams. Descriptive statistics and correlation were conducted for data analysis. The findings revealed that EFL learners’ total engagement level was high in the blended learning, and there was a significant positive correlation between learner engagement level and their language achievement. Moreover, learners’ behavioral engagement, cognitive engagement and emotional engagement were also found to be correlated with their language achievement. These findings not only provide empirical evidence on the pivotal role of learner engagement in language learning, but also have much implications for language teaching in blended context.

The Role of Experiential Learning in Transforming Music Appreciation Education and Pedagogical Practices

This study examines the role of experiential learning in transforming high school music appreciation education. Grounded in the experiential learning theories of John Dewey, Kurt Lewin, and Jean Piaget, the research explores how active and immersive approaches can enhance students' emotional and intellectual engagement with music. Utilizing a mixed-methods approach, the study incorporates teacher interviews, student surveys, and a case study centered on a specific music lesson (Homesickness Melody). Results indicate that experiential learning fosters creativity, deeper emotional connections, and critical thinking skills, while addressing some of the limitations of traditional music teaching methods. However, challenges such as teacher readiness, resource availability, and student participation were identified as key barriers to implementation. The case study demonstrated the effectiveness of kinesthetic and sensory activities in enhancing students' appreciation of music. Overall, the findings suggest that experiential learning offers a promising pedagogical strategy for music education, promoting both aesthetic literacy and emotional engagement.

Religion, politics and jingle bells: examining contextual factors influencing the impact of workplace holiday practices

PurposeWhile Christmas and the holidays are widely celebrated in society at large in the US, the question arises whether doing so has value in today’s organizations. In this light, the present study examined the relationship of workplace holiday practices with positive affect and emotional engagement, along with some boundary conditions of these relationships. Specifically, this research examined the moderating influences of religious orientation, political orientation and political environment.Design/methodology/approachData were collected at two points in time via an online survey. At time 1, the participant survey included measures of workplace holiday practices, political orientation and demographic characteristics. At time 2 (approximately two weeks afterward), the participant survey included measures of positive affect and emotional engagement.FindingsWorkplace holiday practices were related to both positive affect and emotional engagement. There were slightly stronger effects for the impact of workplace holiday practices among individuals who reside in more conservative (“red”) states in the US on emotional engagement, but not positive affect. Individual political orientation did not moderate the relationships between workplace holiday practices and the outcomes. Counter to expectations, the absence of workplace holiday practices had a stronger negative effect on non-Christians’ emotional engagement than Christians. The interaction between workplace holiday practices and religious orientation with positive affect was nonsignificant.Research limitations/implicationsThe data from this research were obtained via a survey methodology. Although data on the independent and dependent variables were obtained at two different points in time, future research could experimentally manipulate features of the work environment related to the celebration of the holidays to more definitively establish cause-and-effect relationships.Practical implicationsThis research highlights the value of celebrating Christmas and the holidays. In this light, organizations should not underestimate the potential value of such celebratory activity in promoting employee goodwill. At the same time, organizations must be cognizant that some individuals may value the celebration of Christmas and the holidays more so than others.Originality/valueThis research provides a framework for further research on workplace holiday practices and identifies theories that can be used in future research to explore the mechanisms that influence how and under what conditions workplace holiday practices impact employees’ experiences at work.