Don't Be Sad. Personalized Emotional Feedback Inhibits Auditory Learning

Name: Don't Be Sad. Personalized Emotional Feedback Inhibits Auditory Learning
Author: Thomas Theumer
ISBN: 9783389048573

Thomas Theumer

Language: English

Published by GRIN Verlag, 2024

338904857X / 9783389048573

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Druck auf Anfrage Neuware - Printed after ordering - Master's Thesis from the year 2024 in the subject Psychology - Miscellaneous, grade: 2,1, Technical University of Chemnitz (Institut für Medienforschung), course: Forschungskolloquium der Professur Psychologie Digitaler Lernmedien, language: English, abstract: The purpose of this study is to investigate the impact of personalized negative emotional feedback on learning performance in an online learning environment. In addition to this primary focus, the study also considers the mediating role of mental effort and extraneous cognitive load (ECL), as well as the moderating effect of learner orientation.A 2x2 between-subjects experiment was conducted to investigate the impact of emotion (sadness versus anger) and personalization (for example, 'The outcome of your efforts is unfavorable' versus 'The outcome is unfavorable') on learning performance, mental effort, extraneous cognitive load, and learner orientation. Participants engaged with an online learning material and received brief emotional feedback without justification. A single choice test and self-reported scales were used to assess learning performance, mental effort, ECL, and learner orientation.The results demonstrated a significant difference in learning performance between the conditions. Pairwise comparisons revealed that learners in the sad non-personalized condition achieved significantly better learning outcomes than those in the sad personalized condition, with a medium effect size. Furthermore, the results indicate, in a descriptive and non-statistically significant manner, that learners in the personalized angry condition achieved better learning outcomes than those in the non-personalized angry condition.The b-path of the mediation model for mental effort was significant, indicating that mental effort partially mediated the relationship between personalization, emotion, and learning performance. ECL did not mediate this relationship. The moderating role of learner orientation was not found to influence the effects of (personalized) emotional feedback on learning outcomes.This study contributes to the understanding of how personalized emotional feedback affects learning performance in online environments, considering the moderating role of learner orientation. It highlights the potential detrimental effects of personalized negative feedback, particularly sadness, on learning outcomes and the mediating role of mental effort in this relationship. The findings provide valuable insights for the design of effective feedback interventions tailored to individual learner characteristics in digital learning contexts and advance the knowledge of underlying psychological mechanisms in auditory learning.

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Title: Don't Be Sad. Personalized Emotional Feedback Inhibits Auditory Learning
Author: Thomas Theumer
Publisher: GRIN Verlag
Publication year: 2024
Condition: Neu
Binding: Taschenbuch
Language: English
ISBN 10: 338904857X
ISBN 13: 9783389048573
Item weight: 169 grams
Dimensions: 210x148x8 mm

Master's Thesis from the year 2024 in the subject Psychology - Miscellaneous, grade: 2,1, Technical University of Chemnitz (Institut für Medienforschung), course: Forschungskolloquium der Professur Psychologie Digitaler Lernmedien, language: English, abstract: Imagine a classroom where feedback isn't just about right or wrong, but where emotions become integral to the learning process. This groundbreaking study delves into the intricate world of personalized emotional feedback in online learning, specifically examining the impact of negative emotions like sadness and anger on learning performance. Going beyond traditional feedback mechanisms, this research uncovers how tailoring emotional cues can significantly alter the learner's experience, for better or worse. The core investigation centers on understanding whether personalized negative emotional feedback, delivered through auditory learning methods such as podcasts, can enhance or hinder learning outcomes compared to generic feedback approaches. It seeks to reveal the nuanced effects of expressing emotions like sadness and anger directly to the learner in a personalized manner. Further exploration examines the critical roles of mental effort and extraneous cognitive load - the mental resources consumed by irrelevant information - as mediators in the relationship between emotional feedback and learning success. The study also considers how an individual's goal orientation might influence their receptiveness to emotionally charged feedback. Using a rigorous experimental design, this research meticulously analyzes the complex interplay between personalization, emotion, cognitive processes, and learning achievement. The findings offer valuable insights into the design of more effective and emotionally intelligent online learning environments, shedding light on how educators can leverage the power of emotions to create a truly personalized and impactful learning journey. By understanding when and how to incorporate emotional cues, educators can optimize feedback strategies, reduce extraneous cognitive load, foster deeper engagement, and ultimately improve learning outcomes for diverse student populations. This study is a crucial step toward unlocking the full potential of personalized learning in the digital age, advocating a more human-centered approach to instructional design that acknowledges the profound impact of emotions on the learning process. Keywords explored include: Personalization, Emotion, Feedback, Sadness, Anger, Auditory learning, Goal orientation, Mental effort, Extraneous cognitive load, Social information, Online learning, and Learning performance, offering a comprehensive exploration of the future of educational technology.

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Don't Be Sad. Personalized Emotional Feedback Inhibits Auditory Learning

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