Beyond the Screen: Teacher Proximity and Student-Reported Emotions While Using Spatial-Temporal Math (Poster 18)

• In Event: Friday Poster Session 9:35 am
  In Poster Session: Trends and Issues in Technology-Based Environments

Abstract

In the shift towards student-centered education practices in K-12 and higher education (Cornelius-White, 2007), teachers are increasingly expected to facilitate differentiated learning, which requires more interaction and close proximity to each student. Although there are limited studies on physical proximity (e.g., Hall, 1968; Miller, 1988), they have highlighted its importance in understanding learning environments (Sills-Briegel, 1996), students' behaviors (Gunter, 1995; Shores et al., 1993), and reducing math anxiety (Quinnell, 2022). However, its link to academic emotions and its role in the context of educational technology remains relatively understudied. This study examined the relationship between teacher-student proximity and student emotions, finding no significant predictions in either direction. However, proximity and emotions varied among teachers and sessions.

Authors

• Sotheara Veng, University of Delaware

• Yiqin Cao, University of Delaware

• Andrew Rodrigues, University of Delaware

• Rosa Julia Mykyta-Chomsky, University of Delaware

• Teomara Rutherford, University of Delaware