Factors that impact student frustration in digital learning environments
The use of digital learning technologies and platforms has skyrocketed over the past decade. Although digital materials have many advantages, using them can be frustrating to students. Frustration is a negative achievement emotion that can serve as a barrier to learning. Therefore, understanding how...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-12-01
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| Series: | Computers and Education Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557323000319 |
| _version_ | 1797405388070453248 |
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| author | Elena Novak Kerrie McDaniel Jian Li |
| author_facet | Elena Novak Kerrie McDaniel Jian Li |
| author_sort | Elena Novak |
| collection | DOAJ |
| description | The use of digital learning technologies and platforms has skyrocketed over the past decade. Although digital materials have many advantages, using them can be frustrating to students. Frustration is a negative achievement emotion that can serve as a barrier to learning. Therefore, understanding how frustration influences student learning and attitudes toward technology can help create more engaging and effective digital learning experiences. Previous research has identified three areas of frustration with academic e-textbooks (e-text frustration): (1) interactions with e-text interface, (2) technical difficulties, and (3) curriculum integration. This study investigated the relationships among e-text frustration and motivational, cognitive, attitudinal, academic, and demographic factors that impact frustration with e-texts in undergraduate biology classes. Extraneous cognitive load and motivation significantly predicted each of the three frustration constituents. Surprisingly, intrinsic cognitive load failed to predict e-text frustration. This study makes an important contribution to emotion research in education by examining the factors that impact learning in digital settings and emotions. Its implications are relevant for educators, researchers, and developers of digital learning materials and environments. |
| first_indexed | 2024-03-09T03:09:26Z |
| format | Article |
| id | doaj.art-dd3917974bba42cbba47c621bdc5a69f |
| institution | Directory Open Access Journal |
| issn | 2666-5573 |
| language | English |
| last_indexed | 2024-03-09T03:09:26Z |
| publishDate | 2023-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj.art-dd3917974bba42cbba47c621bdc5a69f2023-12-04T05:24:17ZengElsevierComputers and Education Open2666-55732023-12-015100153Factors that impact student frustration in digital learning environmentsElena Novak0Kerrie McDaniel1Jian Li2Kent State University, School of Teaching, Learning and Curriculum Studies, 150 Terrace Drive, P.O. Box 5190, Kent, OH 44242-0001, USA; Corresponding author.Western Kentucky University, Department of Biology, KTH 3045, 1906 College Heights Blvd., Bowling Green, KY 42101, USAKent State University, School of Teaching, Learning and Curriculum Studies, 150 Terrace Drive, P.O. Box 5190, Kent, OH 44242-0001, USA; Western Kentucky University, Department of Biology, KTH 3045, 1906 College Heights Blvd., Bowling Green, KY 42101, USA; Kent State University, School of Foundations, Leadership and Administration, Research, Measurement and Statistics, 150 Terrace Drive, P.O. Box 5190, Kent, OH 44242-0001, USAThe use of digital learning technologies and platforms has skyrocketed over the past decade. Although digital materials have many advantages, using them can be frustrating to students. Frustration is a negative achievement emotion that can serve as a barrier to learning. Therefore, understanding how frustration influences student learning and attitudes toward technology can help create more engaging and effective digital learning experiences. Previous research has identified three areas of frustration with academic e-textbooks (e-text frustration): (1) interactions with e-text interface, (2) technical difficulties, and (3) curriculum integration. This study investigated the relationships among e-text frustration and motivational, cognitive, attitudinal, academic, and demographic factors that impact frustration with e-texts in undergraduate biology classes. Extraneous cognitive load and motivation significantly predicted each of the three frustration constituents. Surprisingly, intrinsic cognitive load failed to predict e-text frustration. This study makes an important contribution to emotion research in education by examining the factors that impact learning in digital settings and emotions. Its implications are relevant for educators, researchers, and developers of digital learning materials and environments.http://www.sciencedirect.com/science/article/pii/S2666557323000319Educational technologyE-textsFrustrationCognitive loadMotivationNegative emotions |
| spellingShingle | Elena Novak Kerrie McDaniel Jian Li Factors that impact student frustration in digital learning environments Computers and Education Open Educational technology E-texts Frustration Cognitive load Motivation Negative emotions |
| title | Factors that impact student frustration in digital learning environments |
| title_full | Factors that impact student frustration in digital learning environments |
| title_fullStr | Factors that impact student frustration in digital learning environments |
| title_full_unstemmed | Factors that impact student frustration in digital learning environments |
| title_short | Factors that impact student frustration in digital learning environments |
| title_sort | factors that impact student frustration in digital learning environments |
| topic | Educational technology E-texts Frustration Cognitive load Motivation Negative emotions |
| url | http://www.sciencedirect.com/science/article/pii/S2666557323000319 |
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