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Learning About Queer History with a Multimedia Mobile App: The Role of Emotions
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- Author / Creator
- Ahn, Byunghoon
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Achievement emotions are important in learning, as they influence learners’ cognitive, motivational, and regulatory processes. Pekrun’s (2006) Control Value Theory (CVT) of Achievement Emotions associates positive-activating emotions (e.g., enjoyment) with better learning outcomes and the opposite for negative-deactivating emotions (e.g., hopelessness). Other emotions lead to mixed results, but emotions such as anger, on average, show loss in learning performance. This thesis investigated what emotions were generated as learners interacted with a multimedia mobile app to learn about queer history in a North American city: Edmonton. I further examined whether learners’ emotional profiles were associated with different levels of learning outcomes. Emotions were measured with an automatic facial recognition software (FaceReader 7). Results indicated that learners tended to show little emotion, facially. An investigation of dominant emotion profiles revealed that learners expressed more negative-activating emotions (anger, anxiety), and negative-deactivating emotions (sadness) than positive-activating emotions (happiness). Learners that expressed anger as their dominant emotion, had the highest learning performance; one that was statistically significantly different from learners with a sad dominant emotion profile. This study adds to the field of emotions and technology-rich environments (TREs) by integrating a framework for learning-related emotions and utilizing an under-examined emotion measurement methodology. This study further highlights the importance of examining typically undesirable emotions in learning, such as anger, in subject domains such as history.
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- Graduation date
- Fall 2019
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.