Designing instructional technology from an emotional perspective
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Designing instructional technology from an emotional perspective. / Astleitner, Hermann; Leutner, Detlev.
in: Journal of Research on Computing in Education, Jahrgang 32, Nr. 4, 01.06.2000, S. 497-510.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Designing instructional technology from an emotional perspective
AU - Astleitner, Hermann
AU - Leutner, Detlev
PY - 2000/6/1
Y1 - 2000/6/1
N2 - This article discusses an aspect of systematic instructional design that has received relatively little attention so far: Strategies for making instructional technology more emotionally sound. Within the framework presented here, a set of prescriptive propositions is deduced from a review of concepts, theories, and empirical findings in the research on emotion. Five major dimensions of emotions are identified: (1)fear, which arises in response to a situation judged to be threatening; (2) envy, which comes from the desire to either get or not lose something; (3) anger, which comes in response to being hindered in reaching a goal; (4) sympathy, which is experienced in response to people in need of help; and (5) pleasure, which is experienced when mastering a situation. We describe 20general instructional strategies that can be used to decrease negative emotions (fear, envy, and anger) and increase positive emotions (sympathy and pleasure). For all instructional strategies, we describe different features of instructional technology that can help educators integrate these strategies into regular instruction. © 2000 Taylor & Francis.
AB - This article discusses an aspect of systematic instructional design that has received relatively little attention so far: Strategies for making instructional technology more emotionally sound. Within the framework presented here, a set of prescriptive propositions is deduced from a review of concepts, theories, and empirical findings in the research on emotion. Five major dimensions of emotions are identified: (1)fear, which arises in response to a situation judged to be threatening; (2) envy, which comes from the desire to either get or not lose something; (3) anger, which comes in response to being hindered in reaching a goal; (4) sympathy, which is experienced in response to people in need of help; and (5) pleasure, which is experienced when mastering a situation. We describe 20general instructional strategies that can be used to decrease negative emotions (fear, envy, and anger) and increase positive emotions (sympathy and pleasure). For all instructional strategies, we describe different features of instructional technology that can help educators integrate these strategies into regular instruction. © 2000 Taylor & Francis.
KW - Computer-assisted instruction
KW - Emotions
KW - FEASP approach
KW - Feelings
KW - Instructional design
KW - Web-based education
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=85010549201&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/8c9c0fff-2f82-33e9-975e-28555ca3f2b8/
U2 - 10.1080/08886504.2000.10782294
DO - 10.1080/08886504.2000.10782294
M3 - Journal articles
AN - SCOPUS:85010549201
VL - 32
SP - 497
EP - 510
JO - Journal of Research on Technology in Education
JF - Journal of Research on Technology in Education
SN - 1539-1523
IS - 4
ER -