Mining Students' Emotions in a Simulated Guided Walking Tour With Augmented Reality

• In Event: Paper Session: Innovative Research on Virtual Reality, Augmented Reality, and Simulations

Abstract

The use of a location based augmented reality as a pedagogical tool can lead to positive learning outcomes, predicted by the control-value theory of achievement emotion. However, few studies demonstrated this theory-driven prediction empirically. Specifically, the authors wondered whether distinct profiles of activity-related emotions could be predicted by specific guide questions, and in turn predicted better learning. In a laboratory setting, 60 participants completed a virtual guided walking tour answering guide-directed questions, followed by self-report measures of achievement emotion and sentence understanding. Cluster analysis revealed two distinct emotional profiles, either positive or negative. Consistent with our hypothesis, the emotion profiles can be predicted by tour guide discourse moves and are predictive of student topic understanding.

Authors

• Eric G. Poitras, University of Utah

• Jason Matthew Harley, University of Alberta

• Yang Liu, University of Alberta