scholarly journals The impact of emotions on learning and motivation in producing and presenting digital stories

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Tor Schjelde ◽  
Ingrid Nielsen Lie
Keyword(s):  
Digital Storytelling ◽  
Negative Impact ◽  
Negative Emotions ◽  
Learning Context ◽  
Achievement Emotions ◽  
Depth Data ◽  
Digital Stories ◽  
Motivation And Learning ◽  
The Impact ◽  
Positive And Negative Emotions

Researchers of digital storytelling emphasize emotions as an important aspect of learning in the production and presentation of digital stories. The aim of this study is to explore the positive and negative emotions involved in the process of making digital stories and presenting them. As well as students’ perceptions of how this affects their motivation and learning. One hundred and thirty-two students responded to an adapted version of the Achievement Emotions Questionnaire, which collects data on the emotions present in a learning context. In addition, we interviewed ten students to gather in depth data about their feelings, motivation and learning. We found that both positive and negative emotions were involved when the students created and presented their digital stories. The students felt that their emotions influenced their motivation and learning. Drawing on theories of learning and motivation, we argue that negative activating emotions can aid learning, and positive deactive emotions can have a negative impact on learning. Emotions can aid learning in higher education and digital storytelling is an important contribution in this regard.

Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice

2020 ◽  
Vol 22 (1) ◽  
pp. 79-94
Author(s):  
Laura Mazzoli Smith
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Voice ◽  
Digital Storytelling ◽  
Widening Participation ◽  
Narrative Imagination ◽  
The North ◽  
Digital Stories ◽  
The Impact ◽  
Narrative Learning

This paper commences from a critique of the generalised discourse of individualistic capacities in widening participation to higher education. It examines the potential of digital stories to diversify understandings of progression to higher education as a reflexive learning process for participants and institutions alike, by considering one cohort of students participating in a digital storytelling award at a university in the North of England. The concepts of narrative imagination, narrative learning and reflective referentiality are utilised to advance a theoretically informed argument for the potential of this methodology, given the position set out in the paper that the impact of digital stories such as these is unlikely to be transparent or easily measurable in the positivist language of much widening participation practice. The digital storytelling methodology invites a more nuanced consideration of student voice than usually pertains in widening participation, with potential to diversify a reductive discourse of under-represented groups.

scholarly journals DIGITAL STORYTELLING AS A TEACHING METHOD IN ADULT EDUCATION - THE CORRELATION BETWEEN ITS EFFECTIVENESS AND WORKING MEMORY

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Konstantina Karanasiou ◽  
Christos Drosos ◽  
Dimitris Tseles ◽  
Dimitris Piromalis ◽  
Nikos Tsotsolas
Keyword(s):  
Working Memory ◽  
Adult Education ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Learning Performance ◽  
Effective Learning ◽  
Excellent Teaching ◽  
Information And Communication ◽  
Digital Stories ◽  
The Impact

<p>In recent years, technology has been growing rapidly. The impact that Information and Communication Technology (ICT) and associated teaching tools have on the learning process is already significant, and this is expected to grow further in the future. Digital Storytelling (DST) is a combination of interaction and learning at the same time and it could prove to be an excellent teaching method at the disposal of the educator. The present study is an attempt to examine the impact of the method in adult education, providing that the learners are the creators of digital stories. In addition, the current research is an attempt to examine the relationship between learners’ Working Memory and the impact of DST on their learning performance. The research has been conducted in a public vocational training institute. The findings revealed that DST is an effective learning tool in adult education that can improve learners’ performance. In addition, the findings suggest that the method is more effective in learners which have higher working memory rates than others.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

Spillover Effects of Status Demotion on Customer Reactions to Loyalty Reward Promotions: The Role of Need for Status and Exclusivity

2018 ◽  
Vol 58 (8) ◽  
pp. 1302-1316 ◽  
Author(s):  
YooHee Hwang ◽  
Anna S. Mattila
Keyword(s):  
Negative Impact ◽  
Negative Emotions ◽  
Geographical Location ◽  
Spillover Effects ◽  
Joint Effect ◽  
Travel And Tourism ◽  
Status Seeking ◽  
Reward Program ◽  
The Impact

Prior research demonstrates that status demotion in the loyalty reward program heightens negative emotions, particularly when demotion is due to changes in company policies. In this research, we argue that such negative emotions are likely to spillover to evaluations of post-demotion promotions. We further argue that such spillover effects should be attenuated among individuals high in need for status. Study 1 examines the joint effect of the cause of demotion and customers’ need for status on loyalty. In study 2, we investigate the impact of exclusivity cues in post-demotion promotions and show that exclusive promotions diminish the negative impact of policy-based demotions on post-promotion loyalty among individuals high (vs. low) in need for status. Travel and tourism companies might want to consider using geographical location as a proxy for need for status or priming status-seeking via exclusive promotions (“elevate your travel experience”) to alleviate demoted customers’ negative emotions.

The impact of tourists' emotions on satisfaction and destination loyalty – an integrative moderated mediation model: tourists' experience in Switzerland

2020 ◽  
Vol 3 (5) ◽  
pp. 509-528 ◽  
Author(s):  
Samaan Al‐Msallam
Keyword(s):  
Structural Equation ◽  
Positive Emotions ◽  
Negative Impact ◽  
Negative Emotions ◽  
Perceived Quality ◽  
Equation Modeling ◽  
Content Type ◽  
Destination Loyalty ◽  
The Impact ◽  
The Relationship

PurposeThe purpose of this paper is to investigate the effect of tourists' emotional responses toward a particular destination on tourists' satisfaction and destination loyalty. Perceived quality adds as a moderator variable.Design/methodology/approachThis study adopted a quantitative data collection method, with distributing the questionnaire to 346 tourists of 43 nationalities in four main tourist attractions in Switzerland. The structural equation modeling approach and bootstrapping technique were used to empirically test the study hypotheses.FindingsThe results confirm the negative impact of negative emotions. The mediating role of the tourists' satisfaction was documented. As expected, perceived quality dampened the negative effect of negative emotions on tourists' satisfaction. However, surprisingly, it does not serve as a moderator in the relationship between positive emotions and tourists' satisfaction.Practical implicationsThis study resulted in a set of practical marketing recommendations. Tourism marketers are encouraged to keep positive emotions high among tourists, aimed to increase their satisfaction toward the destination and revisit it again in the future and also, pay more attention to the quality of the destination as an essential tool to reduce the impact of negative emotions.Originality/valueMany studies in tourism literature studied associations between positive emotions and tourists' behavior. The present study is drawing more attention to negative emotions. In addition, this study tries to address the gap in the tourism literature regarding the modified impact of perceived quality on the relationship between emotions and tourists' satisfaction.

scholarly journals ROLA CZYNNIKÓW AFEKTYWNYCH NA PRZYKŁADZIE STREFY KOMFORTU NA ZDALNYCH ZAJĘCIACH JĘZYKOWYCH

Neofilolog ◽  
2021 ◽  
pp. 217-235
Author(s):  
Agnieszka Jankowiak
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Negative Emotions ◽  
Foreign Language Learning ◽  
Comfort Zone ◽  
Affective Factors ◽  
Language Classes ◽  
The Impact ◽  
Learning Language ◽  
Positive And Negative Emotions

Affective factors are one of the two types of individual factors that influence success in the process of foreign language learning. They consist of personality traits, as well as positive and negative emotions. This emotional dichotomy is also reflected in the popular concept of comfort zone. The aim of this paper is to define the comfort zone in the context of distance learning language classes and to check if and how it is possible to implement this model in research in the field of glottodidactics. The results of empirical research on the perception and experience of the comfort zone during synchronous distance learning classes by philology students are presented and analyzed in order to draw conclusions on the impact of positive and negative emotions on the process and effects of the language distance learning. 

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