Negative Emotions, Cognitive Load, Acceptance, and Self-Perceived Learning Outcome in Emergency Remote Education during COVID-19
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| Title: | Negative Emotions, Cognitive Load, Acceptance, and Self-Perceived Learning Outcome in Emergency Remote Education during COVID-19 |
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| Language: | English |
| Authors: | Tzafilkou, Katerina (ORCID |
| Source: | Education and Information Technologies. Nov 2021 26(6):7497-7521. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Negative Attitudes, Psychological Patterns, Difficulty Level, Electronic Learning, Online Courses, Distance Education, Emergency Programs, COVID-19, Pandemics, Knowledge Level, Anxiety, College Students, Predictor Variables, Foreign Countries, Self Concept |
| Geographic Terms: | Greece |
| DOI: | 10.1007/s10639-021-10604-1 |
| ISSN: | 1360-2357 |
| Abstract: | Learning related emotions (LREs) are determinant for students' achievement both in face-to-face and online education. Research has also shown that LREs tend to affect technology acceptance which in turn affects learning outcomes as well. Today though, the negative psychological impact of the COVID-19 crisis and the sudden transmission to obligatory remote education might yield different functions of emotions and acceptance on learning outcomes. In this context, the current study seeks to model the relations between students' negative emotions, acceptance of (emergency) remote education, and self-perceived knowledge improvement. The suggested model was examined and validated on 116 university students that attended fully remote courses in Greece during the COVID-19 crisis. The results suggested that negative emotions of boredom and cognitive load are significant predictors of students' acceptance of remote learning components: (1) online attending a lecture; (2) online communicating with professor; and (3) online collaborating with peers. Anxiety directly affected perceived knowledge improvement, boredom, and cognitive load; Boredom was also affected by cognitive load. In addition, acceptance of remote learning components indirectly affected perceived knowledge improvement mediated by learnability. Boredom was the strongest predictor of online attending a lecture and online collaborating with peers, while online communication with professor was the strongest predictor of learnability. The contribution of this study and the structural findings are further discussed in the paper. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1316540 |
| Database: | ERIC |
| Abstract: | Learning related emotions (LREs) are determinant for students' achievement both in face-to-face and online education. Research has also shown that LREs tend to affect technology acceptance which in turn affects learning outcomes as well. Today though, the negative psychological impact of the COVID-19 crisis and the sudden transmission to obligatory remote education might yield different functions of emotions and acceptance on learning outcomes. In this context, the current study seeks to model the relations between students' negative emotions, acceptance of (emergency) remote education, and self-perceived knowledge improvement. The suggested model was examined and validated on 116 university students that attended fully remote courses in Greece during the COVID-19 crisis. The results suggested that negative emotions of boredom and cognitive load are significant predictors of students' acceptance of remote learning components: (1) online attending a lecture; (2) online communicating with professor; and (3) online collaborating with peers. Anxiety directly affected perceived knowledge improvement, boredom, and cognitive load; Boredom was also affected by cognitive load. In addition, acceptance of remote learning components indirectly affected perceived knowledge improvement mediated by learnability. Boredom was the strongest predictor of online attending a lecture and online collaborating with peers, while online communication with professor was the strongest predictor of learnability. The contribution of this study and the structural findings are further discussed in the paper. |
|---|---|
| ISSN: | 1360-2357 |
| DOI: | 10.1007/s10639-021-10604-1 |
