Factors that impact student frustration in digital learning environments

被引:8
作者
Novak, Elena [1 ]
Mcdaniel, Kerrie [2 ]
Li, Jian [3 ]
机构
[1] Kent State Univ, Sch Teaching Learning & Curriculum Studies, POB 5190,150 Terrace Dr, Kent, OH 44242 USA
[2] Western Kentucky Univ, Dept Biol, KTH 3045,1906 Coll Hts Blvd, Bowling Green, KY 42101 USA
[3] Kent State Univ, Sch Fdn Leadership & Adm Res Measurement & Stat, Box 5190,150 Terrace Dr, Kent, OH 44242 USA
来源
COMPUTERS AND EDUCATION OPEN | 2023年 / 5卷
关键词
Educational technology; E-texts; Frustration; Cognitive load; Motivation; Negative emotions; AFFECTIVE STATES; COGNITIVE LOAD; PERFORMANCE; EMOTIONS; COMPLEXITY; MOTIVATION; SEVERITY; DESIGN; PRINT;
D O I
10.1016/j.caeo.2023.100153
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
The use of digital learning technologies and platforms has skyrocketed over the past decade. Although digital materials have many advantages, using them can be frustrating to students. Frustration is a negative achievement emotion that can serve as a barrier to learning. Therefore, understanding how frustration influences student learning and attitudes toward technology can help create more engaging and effective digital learning experiences. Previous research has identified three areas of frustration with academic e-textbooks (e-text frustration): (1) interactions with e-text interface, (2) technical difficulties, and (3) curriculum integration. This study investigated the relationships among e-text frustration and motivational, cognitive, attitudinal, academic, and demographic factors that impact frustration with e-texts in undergraduate biology classes. Extraneous cognitive load and motivation significantly predicted each of the three frustration constituents. Surprisingly, intrinsic cognitive load failed to predict e-text frustration. This study makes an important contribution to emotion research in education by examining the factors that impact learning in digital settings and emotions. Its implications are relevant for educators, researchers, and developers of digital learning materials and environments.
引用
收藏
页数:14
相关论文
共 50 条
[41]   Student models of learning and their impact on study strategies [J].
Ferla, Johan ;
Valcke, Martin ;
Schuyten, Gilberte .
STUDIES IN HIGHER EDUCATION, 2009, 34 (02) :185-202
[42]   Digital Escape Rooms as Game-Based Learning Environments: A Study in Sex Education [J].
von Kotzebue, Lena ;
Zumbach, Joerg ;
Brandlmayr, Anna .
MULTIMODAL TECHNOLOGIES AND INTERACTION, 2022, 6 (02)
[43]   Factors affecting student learning performance: A causal model in higher blended education [J].
Ramirez-Arellano, Aldo ;
Acosta-Gonzaga, Elizabeth ;
Bory-Reyes, Juan ;
Manuel Hernandez-Simon, Luis .
JOURNAL OF COMPUTER ASSISTED LEARNING, 2018, 34 (06) :807-815
[44]   The impact of digital and non-digital knowledge search channels on innovation failure in constrained learning environments [J].
Stojcic, Nebojsa ;
Chidlow , Agnieszka .
TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE, 2024, 209
[45]   Exploring the impact of gamification on student engagement and involvement with e-learning systems [J].
Bouchrika, Imed ;
Harrati, Nouzha ;
Wanick, Vanissa ;
Wills, Gary .
INTERACTIVE LEARNING ENVIRONMENTS, 2021, 29 (08) :1244-1257
[46]   Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning [J].
Deibl, Ines ;
Zeitlhofer, Ines ;
Geroldinger, Anna ;
Zumbach, Joerg .
PSYCHOLOGY LEARNING AND TEACHING-PLAT, 2024, 23 (03) :346-365
[47]   Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course [J].
Liu, Kuo-Ping ;
Tai, Shu-Ju Diana ;
Liu, Chen-Chung .
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2018, 66 (04) :913-935
[48]   Investigating Student Interest and Engagement in Game-Based Learning Environments [J].
Zhang, Jiayi ;
Hutt, Stephen ;
Ocumpaugh, Jaclyn ;
Henderson, Nathan ;
Goslen, Alex ;
Rowe, Jonathan P. ;
Boyer, Kristy Elizabeth ;
Wiebe, Eric ;
Mott, Bradford ;
Lester, James .
ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I, 2022, 13355 :711-716
[49]   Student Perceptions of Classroom Learning Environments: Development of the Class Maps Survey [J].
Doll, Beth ;
Spies, Robert A. ;
LeClair, Courtney M. ;
Kurien, Sarah A. ;
Foley, Brett P. .
SCHOOL PSYCHOLOGY REVIEW, 2010, 39 (02) :203-218
[50]   Student performance in teacher education in Norway: the impact of student, institutional and structural factors [J].
Wikan, Gerd ;
Bugge, Liv Susanne .
EUROPEAN JOURNAL OF TEACHER EDUCATION, 2014, 37 (04) :442-452