Effects of Experimentally Manipulated Text Difficulty and Text Value on Trajectories of Emotional Engagement

• In Event: 75.017 - Emotions and Their Role in STEM Learning

Abstract

This study investigated changes in emotional engagement while studying instructional texts. The aim was to explore how the trajectory of emotional engagement was influenced by experimental manipulations of text difficulty (easy/difficult) and text value (high/low). Using a within-subjects design, participants studied one text in each of the four conditions. Participants self-reported their valence and arousal at four time points for each text: before reading, twice during reading, and after reading. Findings indicated that valence and arousal declined while studying each text, and declined more rapidly for difficult compared to easy texts. Furthermore, text difficulty and text value interacted to predict both the level and slope of valence. Future research is needed to clarify how changes in emotional engagement impact learning.

Authors

• Sara M. Fulmer, University of Louisville

• Paul C. Stey

• Caitlin Mills, University of Notre Dame

• Sidney K. D'Mello, University of Notre Dame