دورية أكاديمية
The Dynamics of Brazilian Students' Emotions in Digital Learning Systems
| العنوان: | The Dynamics of Brazilian Students' Emotions in Digital Learning Systems |
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| اللغة: | English |
| المؤلفون: | Felipe de Morais (ORCID |
| المصدر: | International Journal of Artificial Intelligence in Education. 2024 34(2):519-544. |
| الإتاحة: | 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: | 26 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Student Attitudes, Mathematics Instruction, Gender Differences, Psychological Patterns, Learning Management Systems, Student Characteristics, Cultural Differences, Foreign Countries, Teaching Methods, Learning Processes |
| مصطلحات جغرافية: | Brazil |
| DOI: | 10.1007/s40593-023-00339-0 |
| تدمد: | 1560-4292 1560-4306 |
| مستخلص: | Affect dynamics in digital learning systems (DLS) research investigates how students' emotions evolve while using these systems. This information can reveal the most common emotions experienced by students and how they transition between them. Recent studies indicate that affect dynamics in DLS vary depending on students' demographic and personal characteristics, such as nationality. However, most research has focused on students from the United States and the Philippines, leaving a gap in understanding Latin American learners and the potential differences in affect dynamics based on gender and emotion duration. This study introduces an affect dynamics model for Brazilian students using a Math DLS in a school setting, encompassing emotions like confusion, frustration, boredom, and engagement. We also present evidence that affect dynamics models differ based on students' gender and emotion duration. Analyzing affect dynamics across cultures allows for better understanding and generalization of the resulting models while also demonstrating the influence of emotion duration and learners' gender on affect dynamics. This knowledge enables tailoring more adaptive interventions for students' emotions in DLS. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1426245 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1560-4292 1560-4306 |
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| DOI: | 10.1007/s40593-023-00339-0 |