早期数学教育中适应性学习技术对反馈的情绪反应

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-07-21 DOI:10.1016/j.learninstruc.2025.102192

Anne Horvers, Inge Molenaar, Tibor Bosse, Ard W. Lazonder

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引用次数: 0

摘要

适应性学习技术（ALTs）在早期数学教育中越来越普遍。这些系统实时评估学习者的表现，以适应教学支持并提供即时反馈。这种反馈会引起各种情绪反应。反馈对情绪和相应的学习的确切影响尚未得到很好的理解，学习者之间和学习者内部可能存在差异。目的本研究旨在详细了解青少年学习者对alt即时反馈的情绪反应，旨在提供无法解释的数据，用于完善理论并提出情绪适应支持的初步设计建议。样本参与者为113名荷兰五年级学生(10-12岁；（52%男生）使用广泛使用的ALT来学习数学。方法学习者解决数学问题，并立即收到每个答案的反馈。他们的情绪反应采用多模态方法，结合生理、经验和行为测量进行评估。结果生理数据表明，反馈与情绪反应有关，而经验和行为结果对这些反应的效价和性质尚无定论。这些结果表明，情绪的生理、经验和行为测量是互补的。这些数据流共同揭示了四种潜在的特征，反映了年轻学习者对反馈的不同情绪反应。结论：多模态数据流为捕捉对反馈的情绪反应提供了有价值的见解，完善了经验理解和理论。这些新发现突出了青少年学习者在辅助教学中对反馈的不同情绪反应，解决了理论空白，并强调了情绪适应支持的潜力。

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Emotional responses to feedback in adaptive learning technologies for early mathematics education

Background

Adaptive Learning Technologies (ALTs) have become increasingly prevalent in early mathematics education. These systems assess learners’ performance in real-time to adapt instructional support and give immediate feedback. This feedback can evoke various emotional responses. The precise impact of feedback on emotions and consequentially learning is not yet well understood and may differ between and within learners.

Aims

This study aimed to gain a detailed understanding of young learners’ emotional responses to immediate feedback provided by ALTs, with the purpose to present unexplained data that can be used to refine theory and propose initial design recommendations for emotion-adaptive support.

Sample

Participants were 113 Dutch fifth graders (ages 10–12; 52 % boys) working with a widely used ALT for mathematics.

Methods

Learners solved math problems and received immediate feedback on each answer. Their emotional responses were assessed using a multimodal approach combining physiological, experiential, and behavioural measurements.

Results

Physiological data indicated that feedback is associated with emotional responses, while experiential and behavioural results were inconclusive on the valence and nature of these responses. These results indicate that physiological, experiential, and behavioural measures of emotion are complementary. Together these data streams revealed four latent profiles reflecting young learners’ different emotional responses to feedback.

Conclusions

Multimodal data streams offer valuable insights for capturing emotional responses to feedback, refining both empirical understanding and theory. These novel findings highlight young learners’ varied emotional responses to feedback in ALTs, address theoretical gaps, and underscore the potential of emotion-adaptive support.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.