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

By Kristina Loderer, Reinhard Pekrun, James C. Lester. Learning and Instruction, 2018

319 citations recorded by the source corpus.

Abstract 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.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b72540049a59aa07407550df7a3082cb791ce335

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. Putwain
2. Reinhard Pekrun
3. Thomas Goetz

In Education

1. D. Putwain
2. Peter Wood
3. Reinhard Pekrun
4. Thomas Goetz
5. A. Frenzel
6. Kou Murayama
7. Nathan C. Hall
8. T. Hascher

In Sociology and Political Science

1. Peter Wood
2. Reinhard Pekrun
3. D. Putwain

Citations in the corpus

• Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020, background): “When considered in isolation, enjoyment shows positive, and boredom and anxiety show negative, relations with academic achievement (for meta-analyses see Loderer et al., 2018; von der Embse et al., 2018; Tze et al. 2016).”