A Comprehensive Multicomponential Examination of Learners' Emotional Responses to Critical Problem-Solving Events

• In Event: Diverse Methodologies for Studying the Effects of Emotion on Learning

Abstract

This study outlines a novel methodological approach for associating multicomponential emotional responses (i.e. physiological, behavioral and experiential) to specific events while solving virtual patient cases in BioWorld. Learners’ emotional responses are interpreted according to appraisals of goal attainment and expectedness and are aligned across emotional measures. Results indicate that in response to goal obstructing and unexpected events participants were more physiologically aroused and expressed and experienced more negative emotions. In response to goal facilitating and expected events participants were less physiologically aroused, expressed more neutral and experienced more positive emotions. Anticipating how students will respond can allow TREs and instructors to intervene appropriately when students require emotionally adaptive support.

Authors

• Amanda Jarrell, McGill University

• Susanne P. Lajoie, McGill University