Chris McDonald Positive Emotions in Learning
Theory Review: Positive Emotions in Learning
Chris McDonald, EDAC 635
Emotions can be positive or negative, which can have a significant impact on our learning experience. The term emotion is used to describe the “...arousal state that exceeds optimal levels…” according to MacKeracher(2004). Positive emotions tend to be connected or associated with positive experiences; while negative emotions tend to be associated with negative experiences. MacKeracher(2004) mentions that, “If the arousal level is very high, negative emotions may be experienced as distress.” Furthermore, positive emotions may have positive results in accordance with the learning process; therefore, I am outlining the impact of positive emotions with adult learners.
Positive Emotions in Learning
Academic emotions describe affect directly linked to learning, instruction, and academic achievement in formal and informal settings Um (2012). The idea is to understand how the positive emotions can affect the learning for the individual. Moreover, Um discussed that positive and negative emotions can have either activating or deactivating effects in learning. For positive emotions, happiness and hope can activate while being satisfied or calm would deactivate Um (2012). Moreover, the educator side to the emotional learning process can help dictate the response by the learner. The educator often views the emotional experience as either being a hindrance or motivator for learning Plumb (2014). Having been on both sides of the learning experience, I would consider myself more impacted by learning when I would benefit from the material or am interested in the content. These both would have positive motivational aspects, but I wouldn’t have a positive emotional mindset for the content that I wasn’t interested in. According to the Schweder and Raufelder study on students using self directed learning, teacher support reduced the effects between positive emotions and learning behavior even with the students who develop weaker positive emotions Schweder (2019).
Application
When considering the emotional mindset of adults, we should consider that the arousal state should stay within the appropriate range to facilitate learning. MacKeracher includes that emotions will typically arise in response to an event and will act in accordance with organizing cognitive, social and physical behaviour in relation to the event MacKeracher (2004). To create a positive emotional environment we can learn to control the activity to allow the students to stay in the optimal range the precedes emotion. However, if a students arousal increases, the emotional level will increase too MacKeracher (2004); furthermore, if arousal continues beyond its maximum capability to respond, the learning capabilities will surely not be flexible.
As Um (2012) discusses, findings from research can suggest positive emotions in the learning experience can have a vital effect on information processing, and problem solving. Um(2012) thoroughly claims that research in the classroom determines a strong connection between emotion and learning; specifically, that emotions in multimedia learning, emotions as a facilitator of learning, and emotions as extraneous cognitive load develop the learning development. Harp (1997) suggests that the coherence effect is the act of adding unimportance but interesting elements to the learning goal; however, it is counteracting the learning. An application here would be to involve only what is needed to the learning goal, keep the classroom as a positive atmosphere and to use appropriate material to be used in multimedia learning to not allow the coherence effect to take place.
Students can also be less likely to learn in a positive environment if it is too calm or if students are satisfied. Um(2012) concluded that positive emotions can facilitate learning and can be incorporated into instructional design; specifically with multimedia learning. An application to keep learners interested would be to use multimedia platforms to help engage students in the learning goal.
Reflection
Highlights
The highlight of my assignment was understanding that not all positive emotions aid the learning experience. It is essential that students have a positive emotional learning environment to have the opportunity for a positive educational experience which could lead to a higher understanding of the content; however, the coherence effect that Harp(1997) discusses has a negative effect as it can distract the learner from understanding the real goal. My initial and shallow understanding of positive emotional impact on the adult learning experience has become more in depth with the knowledge accumulated during this research. I consider myself more aware of the adult emotional capacity in regards to arousal and the learning experience.
Process
My first step in completing the assignment was rereading main parts of MacKeracher chapter 6 which deals with emotions with adult learning. I then determined my ideas for my research would be on the positive emotional aspects of the learning experience considering my two group mates were focusing on stress and anxiety in the learning. I chose to focus on the other side of the spectrum. My next step was to construct research in order to gain literature that considered any aspect of the positive emotional mindset when it comes to adult learning. Using the Ball State Library was simple, but I had some challenges finding online resources pertaining to my exact topic. I finally identified some applications for the points discussed.
Conclusion
I outlined my topic and discussed some ideas that connect positive emotions, arousal and learning. The goal is to understand and apply key components to the group project to continue my understanding of the adult learner. I continue to improve and facilitate the ideas in theory and adjust to the adult learners I come into contact with.
References
Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92–102. doi:10.1037/0022-0663.89.1.92
MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.
Plumb, D. (2014). Emotions and human concern: Adult education and the philosophical thought of Martha Nussbaum. Studies in the Education of Adults., (2), 145–162.
Schweder, S., & Raufelder, D. (2019). Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? Journal of Adolescence, 73, 73. doi:http://dx.doi.org.proxy.bsu.edu/10.1016/j.adolescence.2019.04.004
Um, E., Plass, J., Hayward, E., & Homer, B. (2012). Emotional design in multimedia learning. Journal of Educational Psychology., 104(2), 485–498. https://doi.org/10.1037/a0026609
Hi Chris,
ReplyDeleteI was interested to see your thoughts on how a learning environment can be too positive. I agree that it is really important that we engage our students so students don't "deactivate" from the lesson. I also liked your point about how distracting content in lessons can be disruptive to learning.