Student Emotions Research Articles

Deep Learning-Based Interactive Dashboard for Enhancing Online Classroom Experience Through Student Emotion Analysis

Deep Learning-Based Interactive Dashboard for Enhancing Online Classroom Experience Through Student Emotion Analysis

메이커교육을 경험한 초등학생의 감정 탐색

This study explores the emotions of elementary school students who participated in maker education. To this end, the photovoice research method was applied to a class of fourth-grade elementary school students who had undergone maker education. The specific research procedures proposed by Latz (2018) were followed, including eight steps—identification, invitation, education, documentation, narration, ideation, presentation, and confirmation. Data was collected through photos taken by students, photo-voice writing, and interviews and subsequently analyzed in three stages: coding, classification, and topic discovery.
 Data analysis revealed a wide range of emotions experienced by elementary school students, which include anticipation, tension, anger, fatigue, and satisfaction. Examining the meaning of each emotion in detail, anticipation is characterized as 'excitement about something unfamiliar', tension as 'vague fear of failure and injury', anger as 'internal attribution to injury or repeated failure', and fatigue as 'Encountering mental and physical limitations'. Furthermore, satisfaction emerged from the theme of 'the happiness that comes immediately after completing the work'.
 These findings not only serve a diagnostic purpose for an in-depth examination of the emotions experienced by elementary school students in maker education within everyday school spaces but also provide insights for its effective application to school education, particularly in the current scenario of growing global interest in maker education as an innovative educational method. The potential impacts of these findings are expected to extend to the realm of education policy formation.

에듀테크 활용과 학습자의 학습성과 및 학습정서에 관한 연구

The purpose of this study is to check the effectiveness of the learning review phase by using edutech instead of traditional teaching methods for university students who have taken business classes. Two homogeneous groups were selected and conducted by the method of experimental research to determine whether there was a significant difference in the use of edutech. Pre-test and post-test were conducted for each group to find out the difference in academic emotions and learning performance between comparative groups. As a result of the study, the learning review phase using edutech had a positive effect on the academic emotions of university students, and the improvement of academic emotions was significant, especially in the group with low learning performance. In addition, male students also showed significant improvement in their academic emotions in the learning review phase. Based on the research results, it is suggested that a differentiated approach and curriculum design according to gender is needed through the active use of edutech.

자기성장 독서 프로그램이 대학생의 행복에 미치는 영향

The purpose of this study was to analyze the impact of a reading program utilizing self-growth books on the well-being and emotions of college students. The participants in the study were college students from a university located in Seoul. Participants who were absent from the program more than three times were excluded, and the data of 59 participants in the experimental group and 26 participants in the control group were analyzed. The experimental group consisted of students who voluntarily participated in a long-term program of six weeks or more, while the control group consisted of students who only wanted to participate in surveys. To facilitate the program, a pre-workshop on reading therapy was conducted with nine graduate students majoring in counseling psychology, who were then organized into a total of eight groups and operated as leaders. The program consisted of sessions lasting 90 minutes each, conducted once a week for a total of six sessions. Subjective well-being scales, the Korean version of positive and negative affect schedule, were used to measure changes in the experimental and control groups. The results of the study showed a significant increase in subjective well-being in the experimental group, with sub-factors of life expectations and life satisfaction also significantly increasing. In terms of emotions, positive affect significantly increased, while there was no significant change in negative affect. In contrast, the control group showed no significant changes in any variables. This study partially confirms that a self-growth reading program has a positive effect on the happiness of college students. As college students are key players in future society, it is expected that the happiness of college students will contribute to the formation of a healthy and happy society. This research is meaningful in providing some ways to diversify and activate self-growth programs in the future to enhance the happiness of college students.

Design and Analysis of Unlocking Student Emotions: Enhancing E-Learning with Facial Emotion Detection

Abstract: In all forms of learning, students are required to make the most of the time allotted to them during instruction. They will pay close attention to the material being taught to them. Students' performance will rise as a result. In order to provide a framework for the future, we are attempting to ascertain the feelings and behaviors of the students participating in an online course as well as to examine their distracted behavior. This study on students' tendency toward distraction can assist teachers in monitoring these students and providing assistance to those who choose to improvise their performances. To investigate the distracted behavior of students during virtual classes, one must possess knowledge in image processing, machine learning, and deep learning techniques.

Strengthening the Capacity of Indonesian and Malaysian Student Institutions with a Project-Based Education Approach

Student institutions play an important role in the educational process and social life. In the era of rapid technological development, innovation is needed in every movement and activity of students to maintain their existence. One form of adaptation needed is openness to new methods to expand reach, as well as international collaboration. Student institutions in study programs, such as the Student Association (HIMA) of the Islamic Education Study Program (PAI) at the Faculty of Islamic Religion (FAI) of the University of Muhammadiyah Yogyakarta (UMY) and the Islamic Education Lajnah (LPI) of Universiti Malaya (UM), have roles and tasks that have been arranged. Both of these institutions already have work programs and organizational activities, both in academic and non-academic aspects. However, based on initial observations, activists in these two institutions face several problems in carrying out management. Among others are the lack of cohesiveness between members and fluctuations in the mental well-being condition of student activists which have an impact on the performance of the institution. Given the importance of the role of student institutions, solutions in the form of counseling related to the welfare of student activists are certainly needed. This solution includes aspects of self-regulated learning, socio-emotional management, and mentoring in the implementation of project-based student activities on a global scale. This program aims to increase students' understanding of roles and responsibilities in education and society. The focus of this program is to strengthen emotion regulation and performance management based on the values of cooperation, care, and responsibility. It is hoped that this program can strengthen the character of students and increase their creativity in facing the challenges of the industrial revolution 4.0 and the era of society 5.0, while still upholding Islamic and educational values. Methods used to achieve this goal include: a) FGDs with partners; b) Dissemination of activities; c) Implementation of workshops to strengthen the capacity of student institutions; d) Assistance through the Website on emotional literacy ; and e) Monitoring and evaluation of activities. The result of this service activity is the implementation of several program collaborations, both face-to-face and hybrid. Among them: workshops related to organizational management and emotions for activist students, World Women's Day webinars in commemoration of International Women's Day, and International Seminars on graduate profiles of education study program students. In addition to the collaboration program between the student body of PAI UMY and LPI UM, in this service, a website on emotional literacy has also been released which is expected to be one of the media for the general public to improve emotional management and digital literacy skills, especially for both institutions.

Strengthening the Capacity of Indonesian and Malaysian Student Institutions with a Project-Based Education Approach

Abstract. Student institutions play an important role in the educational process and social life. In the era of rapid technological development, innovation is needed in every movement and activity of students to maintain their existence. One form of adaptation needed is the openness to new methods to expand reach, as well as international collaboration. Student institutions in study programs, such as the Student Association (HIMA) of the Islamic Religious Education Study Program (PAI) at the Faculty of Islamic Religion (FAI) of Universitas Muhammadiyah Yogyakarta (UMY) and the Islamic Education Lajnah (LPI) of Universiti Malaya (UM), have roles and tasks that have been arranged. Both of these institutions already have work programs and organizational activities, both in academic and non-academic aspects. However, based on initial observations, activists in these two institutions face several problems in carrying out management. Among others is the lack of cohesiveness between members and fluctuations in the mental well-being condition of student activists which have an impact on the institution's performance. Given the importance of the role of student institutions, solutions in the form of counseling related to the welfare of student activists are certainly needed. This solution includes aspects of self-regulated learning, socio-emotional management, and mentoring in the implementation of project-based student activities on a global scale. This program aims to increase students' understanding of roles and responsibilities in education and society. The focus of this program is to strengthen emotion regulation and performance management based on the values of cooperation, care, and responsibility. It is hoped that this program can strengthen the character of students and increase their creativity in facing the challenges of the Industrial Revolution 4.0 and the era of Society 5.0, while still upholding Islamic and educational values. The methods used to achieve this goal include a) FGDs with partners; b) Promotion of activities; c) Implementation of workshops to strengthen the capacity of student institutions; d) Assistance through the Emotional Literacy website; and e) Monitoring and evaluation of activities. The result of this service activity is the implementation of several program collaborations, both face-to-face and hybrid. Among them are workshops related to organizational management and emotions for activist students, World Women's Day webinars in the commemoration of International Women's Day, and International Seminars on graduate profiles of Education Study Program students. In addition to the collaboration program between the student body of PAI UMY and LPI UM, in this service, an emotional literacy website has also been released which is expected to be one of the media for the general public to improve emotional management and digital literacy skills, especially for both institutions.

A survey of online learning engagement of local normal college students in the digital age

Learning engagement, as a key factor to measure students' learning results, has always been a research focus in the field of education. With the continuous development of digital technologies such as artificial intelligence, the current situation of online learning investment of online learners has attracted more attention. As an important part of China's higher education system, local normal universities take the cultivation of local high-quality excellent teachers as the core. Through the investigation and research on the behavior, cognition, emotion and interactive engagement of local normal college students, it is found that students have shortcomings in the above aspects. Combined with the research results, feasible learning engagement strategies are proposed from the perspectives of students, teachers, majors and school development. It provides suggestions for the development of local higher education and the improvement of online education quality.

SOUND IMPROVISATION THROUGH IMAGE AND SHAPE

The authors were engaged in creating activities for workshops in which sound improvisation was combined with artistic expression and introduced to a student-level classroom. The aim of this research is two-fold. The first aim was to examine how students experienced this type of work through workshops. The second was the analysis of students’ drawings following the sound improvisation performance. The workshops were attended by 135 students, aged 19 to 24, from three different faculties. The main research question was if art content can, through sound improvisation and image, significantly awaken positive emotions in students by means of two different mediums. Internalising and developing a positive self-image in students show that there is a correlation between the content of music and art, as well as their influence on the intensity of aesthetic experience. The results showed that the students felt relaxed during the workshop and that they were willing to once again participate in a similar activity. Additionally, the drawings they produced during the workshop were analysed. As a conclusion, it is desirable to integrate content in music and art classes as its aim is to intensify experience, process of development and creation of a safe and positive learning environment. This explorative research showed that it is essential to work on developing experiences of social and emotional content through sound and image, as well as mutual connection strategies of learning and emotionally-aesthetic expression. Key words: sound improvisation, drawing, artistic speech, intensity of feelings

​​TECHNICAL VIEW OF EDUCATIONAL PHILOSOPHY IN THE TECHNICAL AGE​

In education philosophy point of view, technology not only refers to the meaning of various education skills, skills, methods and means and all kinds of materialized tools, equipment and information media system, and means the verb in the meaning of technology process, is noun technology of education, bright and structure, is "education technology", for the educators to use knowledge, skills with various tools, media technology system knowledge, cultivating students emotion, hone students will and fitness process of student body, it has the educational, emotional and artistic characteristics. According to different standards, educational technology can be at least divided into original technology and interventional technology, "hard" technology and "soft" technology, general technology and special technology. The practice of educational philosophy and technology should uphold the original intention of education, "improve technical quality" for technology, "soften" hard technology; achieve man-machine collaboration, and make technology serve the overall development of people.

Insights on Learning-Related Emotions from Hispanic Undergraduates at an Urban University Transitioning from In-Person to Online Instruction at the Start of the COVID-19 Pandemic

ABSTRACT The COVID-19 pandemic caused an unprecedented educational disruption in institutions throughout the United States and the world. Research shows that such disruptions have a disproportionately negative impact on ethnic minorities. Researchers at a federally designated Minority- and Hispanic-serving four-year university deployed the Achievement Emotions Questionnaire (AEQ) during the Spring 2020 semester to measure undergraduates’ (n = 144) learning-related emotions immediately following the rapid shift and reorientation from face-to-face to online learning. Compared to published instrument norms, data revealed that respondents (74% Latinx) experienced lower negative and higher positive emotions than pre-COVID peers. This research sheds light on the academic experiences and emotions of undergraduate students, mostly ethnic minorities, during the early months of the pandemic.

Mindfulness and negative emotions among Chinese college students: chain mediation effect of rumination and resilience.

This study examines the mediation effect of rumination and resilience between the relationship of mindfulness and negative emotions in Chinese college students. A total of 3,038 college students (19.94 ± 1.10) were investigated by Mindfulness Attention Awareness Scale (MASS), Rumination Response Style Scale (RRS), Resilience Scale (RES) and Depression-anxiety-pressure scale (DASS-21), and the mediation analyses were conducted by adopting PROCESS macro in the SPSS software. ① Mindfulness was negatively associated with rumination and negative emotions (r = -0.69, -0.72; P < 0.01), and positively associated with resilience (r = 0.63, P < 0.01). Rumination was negatively associated with resilience (r = -0.59, P < 0.01), and positively associated with negative emotions (r = 0.83, P < 0.01). Resilience was negatively associated with negative emotions (r = -0.71, P < 0.01). ② Mindfulness can not only directly predict negative emotions (95%CI, -0.12~-0.09) but also affects negative emotions through three indirect paths: Rumination was a mediator (95%CI, -0.24~-0.20), resilience was a mediator (95%CI, -0.07~-0.06), and resilience and rumination were a chain mediator (95%CI, -0.04 ~ -0.03). Mindfulness not only influences negative emotions directly, but also through the mediating effect of rumination and resilience indirectly.

Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students

Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students

Retracted: Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching.

[This retracts the article DOI: 10.1155/2022/7184274.].

Strategies for the Unequal Distribution of Emotional Labor in Graduate Student and Contingent Teaching

ABSTRACT Scholarship on teaching and learning (SoTL) shows how caring for students proves crucial to effective college teaching. Providing mentorship to undergraduates in and outside the classroom can require ample emotional labor, especially for graduate-student and adjunct instructors. Even though graduate students and contingent faculty are at a structural disadvantage, they have profound influence over undergraduate students, particularly at large institutions where undergraduates may encounter them and look to them for emotional support and professional mentorship more than tenure-track faculty. For example, female and minority instructors disproportionately take on unpaid emotional labor in students’ personal and professional lives related to courses focusing on issues of structural inequality that may require them to mentor and manage student emotions more than those in more secure positions. This can amplify the stress, competition, and uncertainty of graduate study and employment. Consequently, this essay focuses on strategies—boundary maintenance, time strategies, and managed expectations—to mitigate the unequal impact of this emotional labor and create more equitable pedagogical practices.

How emotions are related to competence beliefs during mathematical problem solving: Differences between boys and girls

This study, grounded in Control Value Theory, aimed at increasing insight into how the emotions of enjoyment and anxiety shape students' situated math competence beliefs. Additionally, we investigated gender differences in these effects. An online survey including mathematical problems with corresponding competence belief ratings, and questionnaires regarding math-related emotions was filled out by 866 ninth-grade students. Ordinal mixed effects modelling revealed that after correcting for actual performance, emotions contributed (modestly) to students' competence beliefs: enjoyment was positively related to competence and anxiety had a negative relation. The strength of these relations was not affected by gender, but boys did report higher situated math competence beliefs than girls, despite a lack of gender difference in actual performance. Boys also showed higher math enjoyment and lower anxiety than girls. Our findings underline the need for interventions that improve girls' attitude towards mathematics and refute the math gender stereotype. Educational relevance and implications statementIn this study we investigated factors related to ninth-grade students' situated competence beliefs in math. We found that first and foremost actual performance predicted competence beliefs, showing students' metacognitive abilities. But we also found that the emotions of math enjoyment and math anxiety affected these beliefs, and that boys held higher competence beliefs than girls, while their math performance did not differ. This suggests that a situated intervention, aimed at showing girls at the item level how often their answers are correct and stimulating them to hold positive beliefs could boost their confidence in their STEM abilities, and possibly enhance their motivation to pursue a STEM career.

Memahami Konsep Emosi dan Konsep Diri Siswa dan Pengaruhnya terhadap Pembelajaran

Understanding the role of emotions and self-concept in learning is key to improving the learning process and personal development.The purpose of this study is to determine the concept of emotions and self-concept that affect learning.The method used is a literature study, with the method of collecting library data, reading, recording, and processing research materials.These aspects of self-concept can influence and interact with each other. Emotions and self-concept are not separate in learning. Strong or recurrent emotions can affect a student's self-concept. Conversely, a negative self-concept can affect a student's emotions. In their development, humans have learned social and emotional skills since infancy, where the learning can be obtained from the family environment.With the role of parents and teachers, students get the support they need in the development of healthy emotions and a strong self-concept in themselves.

University students´ emotions in forced remote education.

In 2020, due to the COVID-19 pandemic, universities had to suddenly and forcefully implement remote education. The study had three objectives: to explore and compare university students´ emotions; to analyze the associations between emotions and socio-educational factors; and to understand, from the student's perspective, emotions and experiences lived during remote education. The study was exploratory and comparative. The analyses were quantitative and qualitative. Five hundred and eighty students from the University of Extremadura (Spain) and the University of Río Cuarto (Argentina) participated. Data collection was carried out between May and September 2020. Two data collection instruments were used: self-administered online questionnaire and focus groups. The results indicated concern about connectivity and lack of technological resources. The predominance of negative emotions and communication difficulties was observed in both quantitative and qualitative data. However, we also found flexible and adaptive practices that had allowed students to cope with communication difficulties, and unfavorable emotional states.

Student Emotions and Engagement: Enacting Humanizing Pedagogy in Higher Education

Student engagement in higher education has been a topic of discussion for decades, as student engagement directly indexes student retention, achievement, and career development. While previous research emphasizes the importance of effective teaching practices to increase student engagement in higher education, faculty and staff report institutional and professional challenges to increase interactions with students. This study highlights cases of successful teacher-student relationships that engendered positive student emotions and advanced student engagement in higher education settings. Using the thank-you note messages provided by students in a Thank-a-Teacher initiative, data were analyzed qualitatively through the theoretical principles of humanizing pedagogy (del Carmen Salazar, 2013). The findings indicate that the enactment of humanizing pedagogy through conveying emotions and forming positive teacher-student relationships made a meaningful impact on student motivation, engagement, and growth. Implications for the transformation and liberation of higher education through affect-driven pedagogy are discussed.

Conflicting Opinions and Emotions in Students’ Responses to Feminist Resistance in the Film Photocopier

The film Photocopier depicts how its main character, a victim of sexual harassment, exercised her feminist resistance toward hegemonic and patriarchal power in society. Studies have been conducted in the past to examine feminist resistance in this film and a few other films. Yet, none have looked closely into students' responses to feminist resistance in those films. Engaging students in responding to film contents is important because films have the potential to provoke students’ critical thinking and emotions toward various issues in society, such as issues related to the victimization of women. To address the gap in research, this study aimed to examine how students express their opinions and emotions toward the female main character’s resistance in the film Photocopier. It also aimed to analyze how those opinions and emotions may influence students’ potential actions when faced with sexual harassment issues in real life. Using an audience response method, data were collected through observations that included film viewing, a classroom discussion, and an open-ended questionnaire. The study involved eleven female and two male graduate students in a literature teaching and appreciation course. The results showed that each student experienced conflicting opinions and emotions with regard to the main character’s resistance. After watching the film, students felt motivated and inspired to advocate for victims of sexual harassment in real life. The researcher argues that conflicting opinions and emotions were inevitable consequences of students’ critical thinking and emotional processes while responding to the film. The negative opinions and emotions that even led to victim blaming did not hinder them from supporting the main character’s efforts to obtain justice. Furthermore, the researcher argues for the necessity of developing audience responses to films as a powerful strategy in critical literature pedagogy.