The DOI matches its Crossref record; 107 of the 107 references it cites were found in a registry or an index.
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Open accessAbstract
Abstract Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed.
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Self-citationLiu, S., Liu, S., Liu, Z., Peng, X., & Yang, Z. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104461 · Cited by 269
Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101356 · Cited by 250
Self-citationYang, L., & Zhao, S. (2024) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108337 · Cited by 164
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Metadata
- Authors
- Loderer, K., Pekrun, R., & Lester, J. C.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2020-12
- Volume
- 70
- Pages
- 101162
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2899573127
- Cited by
- 377
- References
- 107
- FWCI
- 4.45
- Type
- journal article
- Language
- en
- Open access
- green
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