Learning with Elaborative Interrogations and the Impact of Learners' Emotional States
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| Title: | Learning with Elaborative Interrogations and the Impact of Learners' Emotional States |
|---|---|
| Language: | English |
| Authors: | Navratil, Sabrina D. (ORCID |
| Source: | Journal of Computer Assisted Learning. Apr 2019 35(2):218-227. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Emotional Response, Learning Strategies, Active Learning, Learning Activities, Foreign Countries, Instructional Materials, Correlation, Instructional Effectiveness, Cognitive Processes, Cognitive Style, Metacognition |
| Geographic Terms: | Germany |
| DOI: | 10.1111/jcal.12324 |
| ISSN: | 0266-4909 |
| Abstract: | Self-generated learning (SGL) activities are characterized as an active learning strategy that functions as a support for deeper comprehension. However, the question arises which factors could be essential to fully exploit the effectiveness of SGL activities. One possible factor may be the emotional state of learners during learning. Because different emotional states are associated with different styles of information processing, in turn, they may support learning with SGL activities. Consequently, this study addresses learning with a type of SGL activities, answering elaborative interrogations, and the impact of learners' emotional states. German students (N = 123) were assigned to one of four conditions, resulting from a 2 × 2 design with instructional material (elaborative interrogations vs. no elaborative interrogations) and emotional state (positive vs. negative) as independent variables. Results showed that learners learning with elaborative interrogations experienced the instructional material as more difficult than without elaborative interrogations. Learning with them led to a better transfer learning outcome of concepts that had to be generated by interrogations (not for concepts that were already readable in the text) and had no effect for retention. Unexpectedly, neither an influence of the learners' emotional state nor an interaction of both independent variables could be shown. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1208691 |
| Database: | ERIC |
| Abstract: | Self-generated learning (SGL) activities are characterized as an active learning strategy that functions as a support for deeper comprehension. However, the question arises which factors could be essential to fully exploit the effectiveness of SGL activities. One possible factor may be the emotional state of learners during learning. Because different emotional states are associated with different styles of information processing, in turn, they may support learning with SGL activities. Consequently, this study addresses learning with a type of SGL activities, answering elaborative interrogations, and the impact of learners' emotional states. German students (N = 123) were assigned to one of four conditions, resulting from a 2 × 2 design with instructional material (elaborative interrogations vs. no elaborative interrogations) and emotional state (positive vs. negative) as independent variables. Results showed that learners learning with elaborative interrogations experienced the instructional material as more difficult than without elaborative interrogations. Learning with them led to a better transfer learning outcome of concepts that had to be generated by interrogations (not for concepts that were already readable in the text) and had no effect for retention. Unexpectedly, neither an influence of the learners' emotional state nor an interaction of both independent variables could be shown. |
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| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12324 |
