Emotions, Technology, and Learning - 1st Edition - ISBN: 9780128006498, 9780128007143

Emotions, Technology, and Learning

1st Edition

Editors: Sharon Y. Tettegah Michael P. McCreery
eBook ISBN: 9780128007143
Paperback ISBN: 9780128006498
Imprint: Academic Press
Published Date: 30th November 2015
Page Count: 318
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Table of Contents

  • Preface

    • Emotions and Learning in Online Environments
    • Technology, Emotions, and Classroom Use
    • Exploring Affect With and Through Technology: Research and Practice
  • Section I: Emotions and Learning in Online Environments

    • Chapter 1: Turning MOOCS Around: Increasing Undergraduate Academic Performance by Reducing Test-Anxiety in a Flipped Classroom Setting

      • Abstract
      • Introduction
      • Evolving from Video-Based Education to MOOCs, Then SPOCs
      • Academic Emotions and Student Performance
      • Research Question
      • Methods
      • Participants
      • Materials
      • Data Collection Procedures and Analyses
      • Results
      • Discussion
      • Limitations and Implications for Further Research
    • Chapter 2: Emotional and Social Engagement in a Massive Open Online Course: An Examination of Dino 101

      • Abstract
      • A Brief Primer on MOOCs
      • Engagement as a Social Psychological Construct
      • Engaging MOOCs
      • Engagement with the Instructor
      • Dino 101: Dinosaur Paleobiology
      • Data Sources
      • The Learning Climate Shared With Other Students
      • Conclusion
    • Chapter 3: Affect in Online Discourse: The Case of the United Nations Millennial Development Goals Topics

      • Abstract
      • Acknowledgment
      • Framework
      • Method
      • Discussion
      • Conclusion
    • Chapter 4: Loving this Dialogue!!!! : Expressing Emotion Through the Strategic Manipulation of Limited Non-Verbal Cues in Online Learning Environments

      • Abstract
      • Introduction
      • Our Research
      • Results
      • Discussion
  • Section II: Technology, Emotions, and Classroom Use

    • Chapter 5: Using Errors to Enhance Learning Feedback in Computer Programming

      • Abstract
      • Acknowledgement
      • LEAFF Model
      • Method
      • Materials
      • Results
      • Discussion and Conclusion
      • Appendix A
      • Appendix B
      • Appendix C
      • Appendix D
    • Chapter 6: Emotions in Learning with Video Cases

      • Abstract
      • Introduction
      • Emotions Conceptualized
      • Emotional Potential of Video Cases
      • Conclusions on Learning with Video Cases
      • Discussion and Outlook
    • Chapter 7: Identifying and Tracking Emotional and Cognitive Mathematical Processes of Middle School Students in an Online Discussion Group

      • Abstract
      • Literature: Online Learning and Math Discussions
      • Methods
      • Results
      • Discussion
      • Appendix A
      • Appendix B
      • Appendix C
    • Chapter 8: Online Learning, Multimedia, and Emotions

      • Abstract
      • Defining Emotions
      • Learning and Emotions
      • The Case for the Use of OLaM to Improve Academic Achievement
      • On Overview of the Cognitive Theory of Multimedia Learning
      • Emotional State and Adoption of New Computer Initiatives
      • The Effect of Computer-aided Instruction on Emotion in the School Setting
      • The New York Grade Three Study on Feelings, Attitude, and Achievement
      • Discussion
      • Some Implications for Education
      • Conclusion
    • Chapter 9: New Media, Literacy, and Laughter: LOL in the English Classroom

      • Abstract
      • Theoretical Framework
      • Reconsidering Reading & Writing in the English Classroom
      • Methods
      • Implications
    • Chapter 10: “I’m White Trying to Play a Black Dude”: The Construction of Race, Identities, and Emotions in Actual and Virtual Spaces

      • Abstract
      • Introduction
      • Critical Sociocultural Perspectives
      • Twenty-First Century Literacies: Digital Media in Language and Learning
      • Intersections of Identity, Emotions, and Digital Media Performances
      • The Emotional as Political: “Socially Assigned Disposability” in School Systems
      • White Privilege and Blackface
      • Blackface Legacies in the Classroom Construction of Race
      • The Larger Study
      • The Context
      • Shelly’s Commitments to Digital Media, the Students, and Social Justice
      • The Monster Unit and Shelly’s Class
      • Blackface as Catalyst for Emotional Turmoil
      • Drawing a Line or Crossing a Line? Another Teacher’s Perspective
      • Shelly’s Social Construction of Emotion in Response to the Blackface Group
      • Conflicting Emotions: Perspectives from a Former Administrator
      • Shelly: Building a “Safe and Inclusive Community” Onsite and Online
      • Students’ Perspectives on the Blackface Production
      • The Political and Social Construction of Emotions Mediated by Technology
      • Conclusion
  • Section III: Exploring Affect With and Through Technology: Research and Practice

    • Chapter 11: Leveraging the Social Presence Model: A Decade of Research on Emotion in Online and Blended Learning

      • Abstract
      • Introduction: The Power of Emotions for Learning
      • Social Presence and the SPM
      • Lessons Learned: A Decade of SPM Research
      • Reflections and Moving Forward
    • Chapter 12: Technology and Human Cultural Accumulation: The Role of Emotion

      • Abstract
      • Introduction—Emotion, Technology, And Education
      • Accumulating Culture
      • Linking Emotion With Learning
      • Taking a Broad View of Technology
      • Surviving Involves Problem Solving
      • Embracing Technology Within a Systems View
      • Conclusion—What This Means for Education
    • Chapter 13: Empathy, Emotion, Technology, and Learning

      • Abstract
      • Introduction
      • Learning and Technology
      • How Learning Happens and its Relationship to Empathy
      • Understanding the Role and Nature of Empathy in Teaching and Learning
      • Characteristics of Fundamental Empathy
      • Can Technology Support Fundamental Empathy?
      • Profound Empathy
      • Benefits of Profound Empathy
      • Problems with Technology and Emotion
      • Guidelines for the use and Design of Learning Technology
      • Generic Features Required for Learning with Technology
      • Potential Generic Features to Avoid
      • Creating Future Societies Through High Levels of Learning and Education


Research suggests two important roles of emotion related to learning and technology.  First, emotion can be the key factor that is being learned or taught through technological means. Second, emotional responses with and through technology can alter what is being learned or how the content is learned.  The goal of this volume is to compile and synthesize research that addresses these two perspectives by focusing on the relationship between emotion and learning as facilitated by technology. The book is divided into four sections to represent the specific interest related to emotion and learning: Theory and Overview of Emotions and Learning; Emotions and Learning Online; Technology for Emotional Pedagogy with Students; and Technology of Emotional Pedagogy with Teachers.

Key Features

  • Provides a deeper theoretical and empirical perspective of emotion and learning
  • Discusses how blended and online learning impact our ability to share emotion or learn emotion
  • Explores how students learn emotion, share emotion, and how it impacts their ability to learn
  • Examines how teachers learn emotion, share, emotion, and how it impacts their ability to teach through technology
  • Addresses student diversity


Psychology faculty, researchers, and clinicians in education, development, social, cognition, emotion, and technology. Also of interest to those in education, design, informatics, and computer science


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About the Editors

Sharon Y. Tettegah Editor

Sharon Tettegah is a faculty member and Program Chair of Digital Environments for Learning, Teaching and Agency in the College of Education, at the University of Illinois, at Urbana Champaign. She also has an appointment in the Cognitive Neuroscience in Bio-Intelligence and Human Computer Interaction at the Beckman Institute for Advanced Science and Technology. In addition, she is a Research Scientist and affiliate at the National Center for Supercomputing Applications (NCSA). Her research centers on the intersection of STEM learning, Emotions, Equity and Social justice. She was also a Program Director in 2010-2012 at the National Science Foundation where she managed five programs in the Directorates of Education and Human Resources, Computer and Information Science and Engineering and including a NSF cross-cutting program on Science, Engineering, Education for Sustainability (SEES).

Affiliations and Expertise

University of Illinois at Urbana Champaign, IL, USA

Michael P. McCreery Editor

Affiliations and Expertise

Department of Teaching & Learning, University of Nevada, Las Vegas, NV, USA