Affective Learning

This paper suggests how the ‘weird fiction’ of H.P. Lovecraft might be mobilised within secondary English classrooms to examine aspects of visual literacy, literary style, narrative form and intertextuality. The approach that is outlined is characterised, after Lovecraft’s famous monster, as a ‘Cthulhuic literacy’ and is framed by Multiple Literacy Theory that positions learning as intrinsically relational and encourages teachers to use affect positively to enhance textual practice (Masny & Cole, 2009). Affect is put to work in the classroom as an organising principle, beginning with the choice of text to be used and continuing through the particular ways in which teacher and students work with the selected text.

Physical education (PE) professionals must believe that all students can learn, and they should equip themselves with the knowledge and expertise to instruct each student effectively. This article focuses on the effect that a PE teacher can have on the lives of students who come from low socioeconomic status (SES) households. It provides PE teachers with specific ideas and examples of how to teach life skills effectively within the PE setting to marginalized children affected by poverty. PE teachers often must intentionally influence the development of life skills, and some feel that practitioners are responsible for implementing ways to encourage that development. Personal and interpersonal skills are essential developmental factors that can be influenced through PE. This article highlights ways of incorporating proper affective assessments , developing a growth mind-set, and giving exposure to specific PE curricular models that focus on life skill growth. Finally, it provides a practitioner's example to further elucidate the effect that intentional life skill instruction may have on students of low SES.

Winner of the Royal Musical Association (RMA) 2023 Practice Research Prize:

If there is one trope that has become the lynchpin of the origin narratives of the young discipline of music performance studies, it is the idea that musical performance represents the "other" of the musical score. Many of the recent debates that effected a paradigm shift in music scholarship highlight the ontological and epistemological divergences between the score and musical performance, and also debunk the various myths and prejudices that have been woven around music performances and performers through the textualist paradigm, which essentialised and naturalised the musical score as the holder of "the music" and "the" source of disciplinary knowledge. Following the disciplinary "performative turn" during the twenty-first century, the effects of textualist habits of thought on scholarly discourses have been steadily on the wane. Nevertheless, the myth of a direct and immediate route between the score and performance - between the page and the stage - appears especially obstinate and continues to lurk around, particularly in the context of the analysis and performance literature. In this article, I discuss some of the complex embodied-affective processes that connect the page and the stage from a performer's perspective, through case studies involving my performance experiences of a Corrente by J. S. Bach, a keyboard sonata by Domenico Scarlatti, and an excerpt from Rachmaninoff's "Rhapsody on a Theme of Paganini".

In this article, I aim to open up and explore the meaning making processes, from a performer’s perspective, that unfold in the creative space between the page and the stage that textualist approaches eliminated through their disembodied, ahistorical, essentialising and naturalizing discourses, and show the thoroughly contingent nature of these processes. One of the most significant arguments that will emerge from my discussion is that between the page and the stage are a large number of factors, including the uniquely embodied senses, artistic sensibilities, experiences and expert practical knowledge of each performer, that together constitute her artistic intentions, in the absence of which there would be no artistic musical performance. My discussion proceeds by drawing together critical evaluation of relevant scholarly literature, analytical thought, phenomenological enquiry and, most significantly, artistic research: the latter mobilizes the artistic processes of performance making as research tools and opens up novel lines of enquiry motivated by a performer’s expert knowledge about, as well as situated experiences of, performing music. I further argue that eradicating the deleterious effects of the textualist urge to discipline the performer's body and emotions, to assimilate their individuality into an enforced utopia and homogenise performance expression requires introducing, into scholarly thinking and discourses, all the deep level contingencies that I emphasise in this article as essential elements connecting musical texts and performances. It also requires analysts to give up the modernist de-historicising fantasy that allows them to regard themselves as privileged and exemplary listeners standing in for all auditors, and in the case of the analysis and performance literature, standing in for all performers. However much textualist habits might sideline the drastic qualities of musical performance in scholarly discourses, performers continue to be fleshly, willful, creative individual affectively committed to the unruly and dynamic realm of performance making, and invest their performances with aesthetic qualities that grow out of their lived experiences and intentions as they continually move between the page and the stage.
Winner of the Royal Musical Association (RMA) 2023 Practice Research Prize:


In this article, I aim to open up and explore the meaning making processes, from a performer’s perspective, that unfold in the creative space between the page and the stage that textualist approaches eliminated through their disembodied, ahistorical, essentialising and naturalizing discourses, and show the thoroughly contingent nature of these processes. One of the most significant arguments that will emerge from my discussion is that between the page and the stage are a large number of factors, including the uniquely embodied senses, artistic sensibilities, experiences and expert practical knowledge of each performer, that together constitute her artistic intentions, in the absence of which there would be no artistic musical performance. My discussion proceeds by drawing together critical evaluation of relevant scholarly literature, analytical thought, phenomenological enquiry and, most significantly, artistic research: the latter mobilizes the artistic processes of performance making as research tools and opens up novel lines of enquiry motivated by a performer’s expert knowledge about, as well as situated experiences of, performing music.

A random-effects meta-analysis (N = 7,113) was conducted examining the relationships between students’ out-of-class communication (OCC) and learning outcomes. The findings revealed positive summary effects for OCC on affective learning (k = 7, N = 1478, r = 0.321, p < 0.001) and perceived cognitive learning (k = 11, N = 5635, r = 0.261, p < 0.001). Several moderators were identified, indicating the association between OCC and cognitive learning varied systematically because of the measurement instruments used to operationalize OCC and learning and because of interdisciplinary treatments of the constructs. Recommendations are made for future researchers including the need for a theoretical explanation of the OCC-learning relationship.

This paper discusses the neglecting of affective aspect on study evaluation of Islamic Religion Education course (Pendidikan Agama Islam) at higher education institution. It is found that the neglecting of affective aspect is caused by some critical factors: 1) different perspective among scholars on what aspect of affection that cannot be measured, for example: faith; 2) the learning objective of Islamic Religion Education course is too ideal that make it difficult to measure; 3) vast majority of Islamic Religion Education lecturer are unable to develop good teaching instruments which cover affective aspect; and 4) the students-lecturers ratio are too wide and far from ideal. To solve this problem, some suggestions are proposed; strengthening the good understanding of affective aspect on Islamic Religion Education among lecturers; and enriching evaluation design and model to reveal affective aspect of students.

This work in progress paper describes collaborative research, taking place on three continents, towards creating a ‘mixed reality teaching & learning environment’ (MiRTLE) that enables teachers and students participating in realtime mixed and online classes to interact with avatar representations of each other. The longer term hypothesis that will be investigated is that avatar representations of teachers and students will help create a sense of shared presence, engendering a sense of community and improving student engagement in online lessons. This paper explores the technology that will underpin such systems by presenting work on the use of a massively multi-user game server, based on Sun’s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. We describe the Shanghai NEC eLearning system that will form the platform for the deployment of this work. As these systems will take on an increasingly global reach, we discuss how cross cultural issues will effect such systems. We conclude by outlining our future plans to test our hypothesis by deploying this technology on a live system with some 15,000 online users.

The role emotions play in the dynamics of cultural phenomena has long been neglected. The collection of articles recently published in Emotion Review provides an important first step into this necessary endeavor. In this commentary, we discuss this contribution by emphasizing the role epistemological parsimony should play in the future of this research agenda. The cultural behavior and emotions of chimpanzees is taken as reference.

This chapter describes a conceptual framework that aims to augment existing eLearning systems with a 3D virtual classroom environment to provide geographically dispersed online learners with a sense of being together and part of a natural class. The virtual classroom model the authors present is based on a combination a ‘massively multi-user’ games technology system from Sun Microsystems Research Labs, a distance learning platform based at Shanghai Jiaotong University and a mixed reality environment developed at Essex University. Learning is, to some extent, a social activity as it involves relationships between people (between students, between students and teachers). Networked technology has a global reach bringing not just new opportunities but also complex multi-cultural and pedagogical issues. Thus, in this chapter the authors discuss both the technology and the socio-educational aspects of designing online Mixed Reality Hybrid Learning systems

The following paper seeks to develop a proposal, observing to what extent educational videos and affective learning can strengthen vocabulary in an EFL setting. This action research study was done with fifth grade students belonging to a public school, who showed a low degree of motivation in the English class, making it difficult to acquire the language. The instruments that were applied are pre/post-tests, pre/post questionnaires, field notes and class workshops. Grounded theory was implemented for the data analysis. Results evidence the enhancement students had in vocabulary acquisition along with educational videos and affective learning.

Öz Bu çalışmada, üniversite öğrencilerinin öğretime yönelik duyuşsal farkındalık düzeylerini belirlemek için bir ölçek geliştirilmesi amaçlanmıştır. Çalışma grubunu, Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi'nde öğrenim gören 386 öğretmen adayı oluşturmaktadır. Ölçeğin geliştirilmesi sürecinde, alan yazın tarama, madde havuzu oluşturma, uzman görüşleri alma, ön deneme çalışması yapma, ana uygulama, geçerlilik ve güvenilirlik analizleri yapma gibi işlemler gerçekleştirilmiştir. Açımlayıcı ve doğrulayıcı faktör analizleri ile madde analizleri sonucunda, ölçekte 37 madde yer almıştır. Bu analizlerin sonucunda ölçeğin, tek boyutlu fakat 5 faktörlü bir yapıya sahip olduğu ve doğrulayıcı faktör analizi sonucunda ölçeğin beşli faktör yapısının doğrulandığı görülmüştür. Bu faktörler, sırasıyla " Alma " (7 madde), " Tepkide Bulunma " (9 madde), " Değer Verme " (8 madde), " Örgütleme " (7 madde) ve " Kişilik Haline Getirme " (6 madde) olarak adlandırılmıştır. Ölçek maddelerinin faktör yükleri ,506-,837 arasında değişmektedir. Ölçek maddelerinde %27'lik alt-üst grupların ortalamaları arasındaki farkların anlamlı olduğu bulunmuştur. Tüm ölçeğe ait Cronbach Alpha iç tutarlılık katsayısı, α=,896'dır. Bu bulguların, ölçeğin geçerliliği ve güvenilirliği için tatmin edici kanıtlar olduğu ifade edilebilir. Abstract This study aims to develop a scale of affective awareness towards instruction. The preliminary structure, reliability and validity of the affective awareness towards instruction was examined with a sample of 386 teacher candidates currently studying at Muğla Sıtkı Koçman University Faculty of Education. Scale development was realized through literature survey, designing an item pool, expert opinion, pilot study, main study and validity and reliability analyses. Exploratory and confirmatory factor analysis propose a 37-item scale capturing five dimensions which may be termed as " receiving " (7 items), " respond " (9 items), " valuing " (8 items), " organizing " (7 items) and " characterizing " (6 items). Item loads vary between ,506-,837. Differences between each item's means of upper 27% and lower 27% points were significant. Cronbach α coefficient was calculated as ,896. Thus, the findings show that Scale of Affective Awareness towards Instruction can be used as a valid and reliable instrument in education and psychology.

O Ensino de Línguas Adicionais na Educação Infantil ainda está em desenvolvimento no Brasil, visto que é uma prática recente e crescente. Alguns estudos têm se debruçado sobre esse ensino, buscando compreender os mais diversos aspectos relacionados à temática (e.g. SCHNACK, LEMKE, JAEGER, 2009; MACHADO, 2010). Nesse cenário, os estudos dedicam-se especialmente sobre o ensino de Língua Inglesa na Educação Infantil, visto que o crescimento da oferta desse ensino é maior na Língua Inglesa. Para contribuir com a área, e fomentar discussões sobre o ensino de outras línguas, esta pesquisa apresenta uma análise de aulas de Língua Alemã em uma turma de Educação Infantil em uma cidade que é conhecida como de descendência germânica. Para tanto, realizou-se uma pesquisa de caráter qualitativo, com viés etnográfico (SILVEIRA, CÓRDOVA, 2009), que teve como instrumentos de coleta de dados as observações de aulas de Língua Alemã e uma entrevista semi-estruturada com a professora de Língua Alemã da turma. A escola observada localiza-se no interior do município de Nova Petrópolis. Foi observada uma turma do Nível Pré B, com 20 alunos. A professora observada utiliza métodos desenvolvidos por ela mesma. Os resultados evidenciam a organização da aula, a presença da afetividade na aprendizagem por meio do personagem Benni e, por fim, a presença da cultura, seja global ou local, na aula de Língua Adicional, possibilitando a construção de vínculos e a significação dessas aulas para as crianças. Ainda assim, percebe-se que mesmo que a aula de Língua Alemã seja interessante para as crianças, há alguns pontos a serem desenvolvidos, como oportunizar um maior espaço de fala e interação para as crianças e de personalização dessas falas.

The ability to judge others’ emotions is required for the establishment and maintenance of smooth interactions in a community. Several lines of evidence suggest that the attribution of meaning to a face is influenced by the facial actions produced by an observer during the observation of a face. However, empirical studies testing causal relationships between observers’ facial actions and emotion judgments have reported mixed findings. This issue was investigated by measuring emotion judgments in terms of valence and arousal dimensions while comparing dynamic vs. static presentations of facial expressions. We presented pictures and videos of facial expressions of anger and happiness. Participants (N = 36) were asked to differentiate between the gender of faces by activating the corrugator supercilii muscle (brow lowering) and zygomaticus major muscle (cheek raising). They were also asked to evaluate the internal states of the stimuli using the affect grid while maintaining the facial action until they finished responding. The cheek raising condition increased the attributed valence scores compared with the brow-lowering condition. This effect of facial actions was observed for static as well as for dynamic facial expressions. These data suggest that facial feedback mechanisms contribute to the judgment of the valence of emotional facial expressions

The purpose of this study was to examine how college students’ intrapersonal communication experiences (i.e., imagined interactions) with disliked instructors contribute to their proclivity to communicate instructional dissent (i.e., expressive, rhetorical, vengeful). Student participants (N = 181) completed a self-report questionnaire measuring their use of imagined interactions with their worst instructor in the past academic year, along with reports of their course-related dissent. Results of a canonical correlation revealed that the frequency, valence, and rehearsal of students’ imagined interactions with a low affect instructor are related to forms of instructional dissent

This chapter describes a conceptual framework that aims to augment existing eLearning systems with a 3D virtual classroom environment to provide geographically dispersed online learners with a sense of being together and part of a natural class. The virtual classroom model the authors present is based on a combination a ‘massively multi-user’ games technology system from Sun Microsystems Research Labs, a distance learning platform based at Shanghai Jiaotong University and a mixed reality environment developed at Essex University. Learning is, to some extent, a social activity as it involves relationships between people (between students, between students and teachers). Networked technology has a global reach bringing not just new opportunities but also complex multi-cultural and pedagogical issues. Thus, in this chapter the authors discuss both the technology and the socio-educational aspects of designing online Mixed Reality Hybrid Learning systems

The feasibility of using the affective domain, as measured by the Attitudes Towards Mathematics Inventory (ATMI), in conjunction with the cognitive domain, as measured by the ACT, was examined to explore the development of an enhanced initial placement process. The analysis found no significant relationship between the noncognitive measures of age, veteran status, grade point average, or the mathematics recalled by students from high school when compared to the ATMI overall score and sub-constructs (motivation, self-confidence, value of mathematics, enjoyment of mathematics) measured by the instrument. A significant relationship was found between the ATMI scores and gender. A significant correlation coefficient was found between ACT scores and ATMI overall scores and sub scores. These results show a potential for  the development of an enhanced placement process incorporating both the affective and cognitive domains. A potential process is presented.

This research presentation updates previous research on affective learning domain assessment. Whilst presenting at AALHE 2020 the researchers discovered the Griffith University Affective Learning Scale (GUALS) developed by Rogers et al. (2018). Dr. Rogers’ team granted our researchers permission to utilize his rubric to deepen our affective-learning assessment efforts. This session will review the GUALS-scale and present examples of data analyses. The researchers also expand the previous session by incorporating additional doctoral coursework data and Student Affairs Assessment Leaders’ MOOC assessment data. As recent politically charged events have demonstrated, higher education institutions cannot afford to continue graduating valueless leaders. This research answers recent research calls from Hansen, 2019; Hundley et al. 2019; Norris and Weiss, 2019; and Zahl et al. 2019 to respectively assess growth mindsets, integrate affective learning outcomes based on reflection and introspection, transdisciplinary learning and assessment, and measurements of attitudes, skills, and values of professionals.

In this paper, we describe the affective role of multimedia learning, specifically on video as a medium to tell the stories for recycling awareness. Recycling has become an important agenda in today's society and addressing the awareness of recycling has become critically important in education. Affective learning is one of the ways to achieve learning motivation, intention and therefore action for recycling. Using Video as a communication tool to motivate the learners is considered as a way of learning interaction. Therefore, video design with affective intention in mind can be an effective way to foster awareness and subsequently learning. This paper intends to explain the processes and content used for creating a recycling workshop promotional video that potentially evoke the affective domain of the young learners between 15-30 years old, in a storytelling kind of progression. This video will serve as a platform of communication with the audience about the importance and impact of plastic pollution. Future directions of research on this project is to create more such videos for recycling awareness and actions.

Corruption is a thorny problem to solve. Transparency International tracks corruption on a yearly basis and usually reports bad news. This year, it reported that over two-thirds of the 180 tracked countries display worrying levels of corruption, with average scores closer to “highly corrupt” than to “very clean” (Transparency International, 2020).
Scholars argue that culture is a key determinant of corruption at the national level (e.g., Rose-Ackerman & Palifka, 2016).
Can Giving voice to values (GVV) help break the cultural inertia related to corruption? This is the guiding question of this research.

Higher education is fraught with conundrums from all sides. These problems may manifest in the form of policy change, fiscal disparities, teacher shortages, student affairs, human resource debacles, societal shifts, parental disengagement, and general mismanagement by the administrative team (Bryson, 1995; Cunningham & Cordeiro, 2009). The aforementioned issues are not new to the postsecondary landscape and have affected every level of education for more than 100 years as observed by Tyack and Cuban (1995), and the demands of education continue to oscillate at an ever-increasing pace. This is especially true in graduate level medical education as medical research is continually churning new ideas, procedures, and methodologies both in the field and in the classroom (Leyva, Persoskie, & Taber, 2015). My overarching theme is to examine civic engagement and psychological well-being, as discussed by Flanagan and Bundick (2011), through the lens of affective learning concerning medical students’ social and emotional learning (SEL) (Dusenbury, Zadrazil, Mart, & Weissberg, 2011). The stakeholders that may be directly affected by novel insights in this area may consist of students, medical, educational institutions, hospitals, patients, policy makers, and society in general.

Both gaming the system (taking advantage of the system’s feedback and help to succeed in the tutor without learning the material) and being off-task (engaging in behavior that does not involve the system or the learning task) have been previously shown to be associated with poorer learning. In this paper we investigate two hypotheses about the mechanisms that lead to this reduced learning: (a) less learning within individual steps (immediate harmful impact) and (b) overall learning loss due to fewer opportunities to practice (aggregate harmful impact). We show that gaming tends to have immediate harmful impact while off-task tends to have aggregated harmful impact on learning.

This article examines how emerging pervasive computing and affective computing technologies might enhance the adoption of ICT in eLearning which takes place in the home and wider city environment. In support of this vision we describe two cutting edge ICT environments which we are using as part of this research. The first is iSpace, a specialized pervasive computing test-bed taking the form of a two bed-roomed residential apartment situated at the University of Essex, the second a sophisticated eLearning platform based in Shanghai Jiao Tong University that caters for 17,000 learners. After describing these environments we then present our research that explores how emotion evolves during the learning process and how to leverage emotion feedback to provide adaptive eLearning system. The motivation driving this work is our desire to improve the performance of the educational experience by mediating the delivery of interactive eLearning content to the learner based on the learner’s emotional state (e.g. confusion, frustration etc). Finally we report on the results about the emotion recognition from physiological signals which achieved a best-case accuracy rate of 86.5% for four types of learning emotion. As far as we know, this is the first report on emotion detection by data collected from close-to-real-world learning sessions. We also reported some finding about emotion evolution during learning, which were still not enough to validate Kort’s learning spiral model.

People form impressions of others from multiple sources of information. Facial appearance is one such source and judgments based on facial appearance are made after minimal exposure to faces. A more reliable source of information is affective person learning based on others' past actions. Here we investigated whether the effects of such appearance-independent learning on face evaluation emerge after rapid face exposure, a response deadline procedure, and a lack of explicit recognition of the faces. In three experiments, participants learned to associate novel faces with negative and positive behaviors, and then evaluated the faces presented on their own, without the behaviors. Even after extremely brief exposures (e.g., 35 ms), participants evaluated faces previously associated with negative behaviors more negatively than those associated with positive behaviors (Experiment 1). The learning effect persisted when participants were asked to evaluate briefly presented faces before a response deadline (Experiment 2), although the effect was diminished. Finally, although this learning effect increased as a function of face recognition (Experiment 3), it was present with only minimal recognition, suggesting that participants do not need to deliberately retrieve behavioral information for it to influence face evaluation. Together, the findings suggest that person learning unrelated to facial appearance is a powerful determinant of face evaluation.

Several challenges make it difficult to simultaneously investigate central and autonomous nervous system correlates of conditioned stimulus (CS) processing in classical conditioning paradigms. Such challenges include, for example, the discrepant requirements of electroencephalography (EEG) and electrodermal activity (EDA) recordings with regard to multiple repetitions of conditions and sufficient trial duration. Here, we propose a MultiCS conditioning set-up, in which we increased the number of CSs, decreased the number of learning trials, and used trials of short and long durations for meeting requirements of simultaneous EEG-EDA recording in a differential aversive conditioning task. Forty-eight participants underwent MultiCS conditioning, in which four neutral faces (CS+) were paired four times each with aversive electric stimulation (unconditioned stimulus) during acquisition, while four different neutral faces (CS-) remained unpaired. When comparing after relative to before lea...