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University students' emotions, interest and activities in a web-based learning environment
Minna Nummenmaa1, Lauri Nummenmaa
1Educational Technology Unit, University of Turku, Finland. mielvu@utu.fi
The British Journal of Educational Psychology
|May 31, 2007
Summary
Student emotions and interest significantly impact engagement in web-based learning activities. Understanding these factors is crucial for designing effective online courses and supporting student participation.
Area of Science:
- Educational Technology
- Online Learning Environments
- Student Engagement
Background:
- Students exhibit diverse emotions and interests in academic settings.
- While emotions and interest boost traditional learning engagement, their role in web-based learning environments (WBLEs) is less understood.
Purpose of the Study:
- To investigate the association between emotions and interest in WBLEs.
- To examine how these factors relate to visible collaborative, invisible non-collaborative activities, and lurking.
Main Methods:
- Study involved 99 Finnish university students across five web-based courses.
- Utilized pre- and post-test interest questionnaires and repeated online emotion questionnaires during courses.
Main Results:
- Emotional fluctuations correlated positively with visible collaborative and invisible non-collaborative activities.
- Interest in web-based learning positively associated with invisible activity.
- Lurkers reported more negative emotional experiences compared to active participants.
Conclusions:
- Emotions and interest have distinct effects on various WBLE activities.
- These findings emphasize the need to consider emotions and interest in web-based course design.
