Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that w...

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Vydáno v:Learning and instruction Ročník 70; s. 101162
Hlavní autoři: Loderer, Kristina, Pekrun, Reinhard, Lester, James C.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elsevier Ltd 01.12.2020
Témata:
Affect
Control-value theory
Emotions
Meta-analysis
Technology-based learning
Affect
Emotions
Control-value theory
Technology-based learning
Meta-analysis
ISSN:0959-4752, 1873-3263
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Shrnutí:Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed. •We reviewed 186 studies on emotions in technology-based learning.•Correlations were consistent with hypotheses derived from control-value theory.•Enjoyment correlated positively with control, cognitive support, and achievement.•Anxiety correlated negatively with these variables as well as learning strategies.•Effects were largely unaffected by moderators such as type of learning environment.
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2018.08.002