The role of children's emotions during design-based learning activity: a case study at a Dutch high school

Design-based learning (DBL) is attracting increasing attention for its potential to support informal learning, and as a way to enhance science and technology education at schools. However, related research has not yet considered the emotions children experience during DBL and how these affect the learning process. We report a case study aimed at developing a deeper understanding of children's emotional experience during DBL. In total 9 children (12-13 years old) are involved in this case study. In order to assess children's emotions during DBL lessons we used a self-reporting non-verbal instrument (the emotion card, which adapted from Five Degrees of Happiness Smiley Face Likert) and a verbal instrument (the Geneva Emotion Wheel Questionnaire, which contains 16 emotions). In addition, a group interview probed into the role of children's emotion during DBL. We discuss the methodological challenges exposed in this study, which will need to be addressed in future studies regarding the measurement of children's emotions in DBL.