情感和交互式有形工具,用于初中数学成绩.
Filippo Saccardo1, Gisella Decarli1, Valentina Irene Missagia1
1Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.
Frontiers in psychology
|November 13, 2024
概括
积极的情绪可以提高传统工具的数学任务效率,而数字工具可以提高表现,无论情绪如何. 交互式技术可能特别有利于对数学态度不那么积极的学生.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术
- 发展心理学 发展心理学
背景情况:
- 数学概念的掌握对于学术上的成功和幸福至关重要.
- 情绪状态可以影响认知任务的表现.
- 数字与传统工具对学习的影响,考虑到情感因素,需要进一步调查.
研究的目的:
- 调查正面和中性情绪对符号数字比较任务的影响.
- 检查数字工具对任务效率的影响,而不是笔和纸.
- 探索儿童数学学习中的情绪状态和工具模式之间的相互作用.
主要方法:
- 在59名年龄在6~7岁的健康儿童中,采用了主体间的设计.
- 参与者被分配到数字工具或笔纸条件.
- 在符号数字比较任务中,情绪状态被操纵为积极或中立.
主要成果:
- 积极的情绪显著提高了笔纸条件下的任务效率.
- 数字工具在积极和中性情绪状态中提高了任务效率.
- 数字工具的使用在不同情绪状况中显示出更广泛的益处.
结论:
- 任务前的情绪调节可以增强在象征性任务中的学习.
- 交互式数字技术可能为那些学术态度不那么积极的学生提供更大的优势.
- 在积极的情感背景中整合有形设备可以优化数学参与和成就.
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