Emotion Awareness in Design-Based Learning

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Abstract

This Research Full Paper presents a case study where university students (N=13) use a paper diary called EmoForm to self-track their emotions over a ten-week-long design-based learning course. Design-Based Learning (DBL) is a learning approach that enables students to learn through a sequence of design activities in a project-based learning or problem-based learning environment. Student’s emotions are known to play an essential role in learning settings. We argue that students engaging in DBL will benefit from self-tracking of emotions. Such self-tracking will enable students to identify and control their emotions during the DBL process. The results of this study confirm that self-tracking with EmoForm enabled students’ emotion awareness in DBL. In particular, our results illustrate how self-tracking with EmoForm impacted on students’ DBL from three major aspects. We discuss design challenges regarding tools to support emotion awareness in DBL, and we present a summary of strategies conducive towards emotion awareness in DBL and the implications for future research.
Original languageEnglish
Title of host publication2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings
Number of pages8
ISBN (Electronic)978-1-7281-8961-1
DOIs
Publication statusPublished - 21 Oct 2020

Keywords

  • Design based learning
  • emotion awareness
  • self-tracking
  • tool

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