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Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations.

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Title: Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations.
Authors: Malmberg, Jonna1 (AUTHOR) jonna.malmberg@oulu.fi, Haataja, Eetu1 (AUTHOR), Järvelä, Sanna1 (AUTHOR)
Source: Metacognition & Learning. Dec2022, Vol. 17 Issue 3, p793-811. 19p.
Subject Terms: *Collaborative learning, *Level of difficulty, *Educational outcomes, *Implicit learning, *Reflective learning, *Psychology of students, *Computers in education, Affective computing
Abstract: The categorization for task difficulty resulted in 86 learning sessions where learners perceived the collaborative task as more difficult after completing the task and 166 learning sessions where learners perceived the collaborative task as less difficult after completing the task. Task understanding draws on learners' task perceptions, including subjective factors of the individual student (e.g. prior knowledge) as well as external factors of the assigned task, such as task complexity. Winne & Hadwin ([67]) define these as students' perceptions of task understanding and perceptions of task difficulty, which are a part of internal metacognitive conditions that determine how students approach tasks. The categorization for task understanding resulted in 98 learning sessions where students' task understanding was lower after completing the task and 176 learning sessions where students' task understanding was higher after completing the learning task. [Extracted from the article]
Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Dec2022, Vol. 17 Issue 3, p793-811. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Level+of+difficulty%22">Level of difficulty</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Implicit+learning%22">Implicit learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+computing%22">Affective computing</searchLink>
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  Data: The categorization for task difficulty resulted in 86 learning sessions where learners perceived the collaborative task as more difficult after completing the task and 166 learning sessions where learners perceived the collaborative task as less difficult after completing the task. Task understanding draws on learners' task perceptions, including subjective factors of the individual student (e.g. prior knowledge) as well as external factors of the assigned task, such as task complexity. Winne & Hadwin ([67]) define these as students' perceptions of task understanding and perceptions of task difficulty, which are a part of internal metacognitive conditions that determine how students approach tasks. The categorization for task understanding resulted in 98 learning sessions where students' task understanding was lower after completing the task and 176 learning sessions where students' task understanding was higher after completing the learning task. [Extracted from the article]
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  Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2022
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