Students' Emotions, Engagement, and Writing Performance: An Investigation Based on Individual Pen Pressure Parameters

• In Event: 47.033 - The Road to Validity Through Student Motivation, (Dis)Engagement, and Aberrant Behavior Detectors

Abstract

The relationship between students’ enjoyment, frustration and boredom and pen pressure parameters when learning to write Japanese letters with a pen-based tablet was examined in a first study. GEE models showed that minimum, maximum and average pen pressure serve as indicators of enjoyment and frustration. For boredom no significant relationships were found. Compared to enjoyment, the higher frustration was, the more pressure students put on the pen. In Study 2, these findings were used to investigate the relationship between emotion-based pen pressure, student engagement and writing performance. PLS-PM analyses revealed that pen pressure was a negative predictor of engagement, whereas engagement was a positive predictor of writing performance. Furthermore, the relationship between pen pressure and performance was mediated by engagement.

Author

• Claudia Schrader, University Ulm