ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE
Students’ cognitive-affective states are human-elements that are crucial in the design of computer-based learning (CBL) systems. This paper presents an investigation of students’ cognitiveaffective states (i.e., engaged concentration, anxiety, and boredom) when they learn a particular course wit...
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| Format: | Article |
| Language: | English |
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UUM Press
2015-04-01
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| Series: | Journal of ICT |
| Subjects: | |
| Online Access: | https://e-journal.uum.edu.my/index.php/jict/article/view/8161 |
| _version_ | 1798040893861658624 |
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| author | Ruili Wang Hokyoung Ryu Norliza Katuk |
| author_facet | Ruili Wang Hokyoung Ryu Norliza Katuk |
| author_sort | Ruili Wang |
| collection | DOAJ |
| description | Students’ cognitive-affective states are human-elements that are crucial in the design of computer-based learning (CBL) systems. This paper presents an investigation of students’ cognitiveaffective states (i.e., engaged concentration, anxiety, and boredom) when they learn a particular course within CBL systems. The results of past studies by other researchers suggested that certain cognitive-affective states; particularly boredom and anxiety could negatively infl uence learning in a computer-based environment. This paper investigates the types of cognitive-affective state that students experience when they learn through a specifi c instance of CBL (i.e., a content sequencing system). Further, research was carried to understand whether the cognitive-affective states would infl uence students’ performance within the environment. A one-way between-subject-design experiment was conducted utilizing four instruments (i) CBL systems known as IT-Tutor for learning computer network, (ii) a pre-test, (iii) a post-test, and (iv) self-report inventory to capture the students’ cognitive-affective states. A cluster analysis and discriminant function analysis were employed to identify and classify the students’ cognitiveaffective states. Students were classifi ed according to their prior knowledge to element the effects of it on performance. Then, non-parametric statistical tests were conducted on different pairs of cluster of the cognitive-affective states and prior knowledge to determine differences on students’ performance. The results of this study suggested that all the three cognitive-affective states were experienced by the students. The cognitive-affective states were found to have positive effects on the students’ performance. This study revealed that disengaged cognitive-affective states, particularly boredom can improve learning performance for lowprior knowledge students.
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| first_indexed | 2024-04-11T22:13:58Z |
| format | Article |
| id | doaj.art-c7d672e6cab041568095abf1cb867352 |
| institution | Directory Open Access Journal |
| issn | 1675-414X 2180-3862 |
| language | English |
| last_indexed | 2024-04-11T22:13:58Z |
| publishDate | 2015-04-01 |
| publisher | UUM Press |
| record_format | Article |
| series | Journal of ICT |
| spelling | doaj.art-c7d672e6cab041568095abf1cb8673522022-12-22T04:00:28ZengUUM PressJournal of ICT1675-414X2180-38622015-04-0114ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCERuili Wang0Hokyoung Ryu1Norliza Katuk2School of Engineering and Advanced Technology (SEAT), Massey University Auckland, New ZealandDepartment of Industrial Engineering, Hanyang University Seoul, KoreaSchool of Computing, Universiti Utara MalaysiaStudents’ cognitive-affective states are human-elements that are crucial in the design of computer-based learning (CBL) systems. This paper presents an investigation of students’ cognitiveaffective states (i.e., engaged concentration, anxiety, and boredom) when they learn a particular course within CBL systems. The results of past studies by other researchers suggested that certain cognitive-affective states; particularly boredom and anxiety could negatively infl uence learning in a computer-based environment. This paper investigates the types of cognitive-affective state that students experience when they learn through a specifi c instance of CBL (i.e., a content sequencing system). Further, research was carried to understand whether the cognitive-affective states would infl uence students’ performance within the environment. A one-way between-subject-design experiment was conducted utilizing four instruments (i) CBL systems known as IT-Tutor for learning computer network, (ii) a pre-test, (iii) a post-test, and (iv) self-report inventory to capture the students’ cognitive-affective states. A cluster analysis and discriminant function analysis were employed to identify and classify the students’ cognitiveaffective states. Students were classifi ed according to their prior knowledge to element the effects of it on performance. Then, non-parametric statistical tests were conducted on different pairs of cluster of the cognitive-affective states and prior knowledge to determine differences on students’ performance. The results of this study suggested that all the three cognitive-affective states were experienced by the students. The cognitive-affective states were found to have positive effects on the students’ performance. This study revealed that disengaged cognitive-affective states, particularly boredom can improve learning performance for lowprior knowledge students. https://e-journal.uum.edu.my/index.php/jict/article/view/8161Computer-based learningcognitive-affective stateslearning engagementlearning experience |
| spellingShingle | Ruili Wang Hokyoung Ryu Norliza Katuk ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE Journal of ICT Computer-based learning cognitive-affective states learning engagement learning experience |
| title | ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE |
| title_full | ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE |
| title_fullStr | ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE |
| title_full_unstemmed | ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE |
| title_short | ASSESSMENT OF STUDENTS’ COGNITIVE–AFFECTIVE STATES IN LEARNING WITHIN A COMPUTER-BASED ENVIRONMENT: EFFECTS ON PERFORMANCE |
| title_sort | assessment of studentsa€™ cognitivea€ affective states in learning within a computer based environment effects on performance |
| topic | Computer-based learning cognitive-affective states learning engagement learning experience |
| url | https://e-journal.uum.edu.my/index.php/jict/article/view/8161 |
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