Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study

Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing the effects of using MIM and asynchronous online discussion (AOD) on student online engagement, using a quasi-experimental study involving a historical cohort control group. Understanding which communication mode can better promote student online engagement is particularly important during the current widespread use of online learning. Specifically, we examined engagement from the behavioral, emotional, and cognitive dimensions. The results showed that the MIM group was more behaviorally engaged in discussion activities, producing more messages, more words, and higher rates of participation, task completion, and interaction. Emotionally, no statistically significant difference was found in students’ affective evaluation of course interaction and satisfaction between the two groups. However, MIM appeared to help students with improved intimacy and interpersonal relationships. Cognitively, the MIM group was more engaged than the AOD group. In particular, MIM seemed to facilitate interactive idea exchange and thus contributing to more “creating” activities. We conclude by providing suggestions for future instructional practice and research directions.

Validity and Reliability of a Digital-based Affective Evaluation Instrument on Indonesian MPK Learning at Ganesha University of Education

This study aimed at developing a digital-based affective evaluation instrument on Indonesian MPK Learning at Universitas Pendidikan Ganesha. This study was Research and Development (R&D) adapted from ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of the study were 2 content experts, evaluation experts, language experts, 120 college students, and 3 lecturers of MPK Bahasa Indonesia. The data were collected from survey, interview, and affective scale. The data were analyzed quantitatively and described qualitatively. The results of the study show that the validity of a digital-based affective evaluation instrument on Indonesian MPK learning at Universitas Pendidikan Ganesha is very valid and it has very high degree of reliability.

How can hotel smartphone apps enhance hotel guest experiences? An integrated model of experiential value

Purpose The purpose of this study was to investigate relationships among the experiential value of hotel apps, the cognitive and affective evaluation of hotel apps users, hotel apps users’ satisfaction and their endorsement for the hotel apps. Specifically, this study examined the relationships that enhance hotel guests’ experiences through hotel apps. Design/methodology/approach The measurement items were developed through extensive literature review. This study used a web-based survey to test an integrated model of the experiential value. With a total of 320 usable samples, partial least squares structural equation modeling was carried out to identify key “driver” constructs and validate the proposed model. Findings A significant relationship was found in the playfulness of hotel apps and hotel guests’ cognitive and affective evaluations of the hotel apps, which positively influence hotel guests’ satisfaction and their endorsement for the hotel apps. Hotel apps should create fun and entertainment features in the hotel apps so that the users of hotel apps can be enjoyable during their usage. In addition, providing hotel apps users with time saving and easy use of the hotel apps can affect their satisfaction and endorsement for the hotel apps. Originality/value This study confirmed the positive links among hotel apps users’ experiential value, their cognitive and affective evaluation of the hotel apps, their satisfaction of using the hotel apps and their endorsement for the hotel apps. This study also revealed that hotel apps can be hotels’ effective communication tool that enhances existing and potential customers’ overall experiences.

How Feeling Supports Students’ Interpretive Discussions About Literature

Research indicates that feeling is fundamental to the multilayered experience of literary interpretation. However, despite great strides in U.S. high school classrooms, discussions about literature are still often characterized by known-answer discourses that exclude feeling. This article builds on small-scale studies of affective evaluation, an interpretive approach in which readers attend to and reflect on their feeling-based responses to texts. Those studies, focused on individual students, showed that when responding to texts with feeling, students were more likely to build multilayered interpretations as opposed to summary or one-dimensional thematic interpretations. The current study explores affective evaluation in the more complex arena of class discussion, where known-answer discourses are particularly entrenched. We compared the same teachers and students using affective evaluation in one discussion, but not the other. Discussions using affective evaluation were correlated with increased multidimensional interpretation, adding to evidence that feeling enriches students’ literary sense-making and disrupts known-answer discourses.

GAMBARAN SUBJECTIVE WELL-BEING PADA ANAK YANG MEMILIKI ORANG TUA PENYANDANG TUNANETRA SEJAK LAHIR

ABSTRACT: DESCRIPTION OF SUBJECTIVE WELL-BEING IN CHILDREN WHOSE PARENTS WERE BLIND SINCE BIRTH The purpose of this study was to determine the description of subjective well-being in children whose parents were blind since birth. This study uses a case study qualitative approach. The selection of research subjects using snowball. Characteristics of the subjects aged 13 to 18, unmarried, and has parents who are blind since birth. The data collection method uses in-depth interview techniques. The results showed that subjective well-being in children whose parents were blind, includes cognitive evaluation that is life satisfaction and affective evaluation. Subjective well-being aspects on the subject of life satisfaction are influenced by the domain of family, friends, school, job, and future. Their positive affects are happy, proud, and affection. Negative affects that appear are sad and depressed feeling. For further research, it is expected to discuss and compare subjective well-being with other persons with disabilities. Keywords: Subjective Well-Being, Blind Individuals Tujuan penelitian ini adalah untuk mengetahui gambaran subjective well-being pada anak yang memiliki orang tua penyandang tunanetra sejak lahir. Penelitian ini menggunakan pendekatan kualitatif studi kasus. Pemilihan subyek penelitian menggunakan snowball. Karakteristik subyek adalah yang berusia 13 sampai 18 tahun, belum menikah dan memiliki orang tua penyandang tunanetra sejak lahir. Metode pengumpulan data menggunakan teknik wawancara mendalam. Hasil penelitian menunjukkan subjective well-being pada anak yang memiliki orang tua penyandang tunanetra, meliputi penilaian kognitif yaitu kepuasan hidup dan penilaian afektif. Aspek subjective well-being pada subyek yaitu kepuasaan hidup yang dipengaruhi oleh domain keluarga, teman, sekolah, pekerjaan, dan masa depan. Afek positif yang mereka alami yaitu senang, bangga, dan kasih sayang. Afek negatif yang muncul adalah sedih dan perasaan tertekan. Untuk penelitian selanjutnya diharapkan dapat membahas dan membandingkan subjective well-being dengan penyandang disabilitas lainya. Kata Kunci: Subjective Well-Being, Tunanetra

The peculiarities of euphemistic nomination of phraseologisms-euphemisms that denote poverty in the Russian and English languages

The object of this research is the Russian and English phraseologisms-euphemisms that denote poverty as one of the concepts of euphemistic reflection of the real world. The subject of this research is the peculiarities of euphemistic nomination of phraseologisms-euphemisms with the meaning of poverty in the Russian and English languages. This article is first to examine the Russian and English phraseologism-euphemisms that denote poverty from the perspective of expressing the pejorative real denotation using euphemistic units, the key goal of which is mitigation and hazing of the concept of “poverty”. Such phraseologisms-euphemisms are characterized by pejorative assessment that can be “improved” by neutral or humorous affective evaluation. In conclusion, the author proves that in both languages the key role in better pejorative assessment of poverty is played by figurativeness and prototype of the analyzed phraseologisms-euphemisms. In both languages, a number of phraseologisms-euphemisms are characterized by ameliorative-evaluative prototypes, which in turn, lead to neutralization of pejorative rational assessment. The scientific novelty consists in application of the new approach towards analyzing the phraseological meaning of a peculiar type of phraseological units based on euphemistic nomination. The acquired results can be used in studying the semantics of phraseological units, lexical and phraseological euphemisms, including in the comparative aspect.

Confidence in complex risk judgments: the roles of uncertainty, experience, and affect

Disagreement persists about the origin of confidence and the internal signals that influence its formation. Using combined individual participant data from four studies (N = 181), we examined confidence in relation to the perceived source of uncertainty for a risk judgment and explored the roles of domain-specific experience and affective evaluations in the formation of confidence. In each study, participants with domain-specific experience (backcountry skiers) performed complex risk judgments (judging avalanche risk) for multiple highly uncertain contexts (hypothetical scenarios in avalanche terrain). We examined whether more experienced participants could better recognize the inherent uncertainty of the decision environment, and if they did so with greater confidence. For complex tasks such as judging avalanche risk, experience should increase a person’s understanding of the probabilistic, unpredictable nature of that environment. Yet our findings suggests that participants of all levels of experience attributed uncertainty to their own judgment process rather than to the limitations and inherent uncertainty of the environment. We also examined whether participants’ affective evaluations influenced confidence in their risk judgments. Affective evaluations are understood to play a crucial orienting role in the risk judgment process. We found evidence of an interplay between affective and cognitive judgments in the formation of confidence. Participants were more confident when their affective evaluation matched their risk judgment, and less confident when there was a mismatch between the two. Our research illustrates a troubling limitation in the development of confidence with experience and the potential (dis)advantageous effect of affective evaluations on confidence in certain contexts.