Research on the Influence Mechanism of College Students’ Academic Emotion on Learning Effect in Blended Learning

DOI

10.2991/978-94-6463-024-4_117How to use a DOI?

Keywords

Blended Learning; academic emotion; learning effect; deep learning; self-regulated learning

Abstract

This article focuses on the academic emotion of college students in Blended Learning, and explores the influence mechanism of academic emotion on learning effect. The Blended learning situations are divided into student-content interaction, student-student interaction and student-teacher interaction. The quantitative research method is used in paper. Research finds that the academic emotion of college students in BL is at the medium level, and the positive academic emotion is more than the negative academic emotion. Students’ academic emotion can directly affect the learning effect, and can also indirectly affect it through self-regulated learning strategies and self-efficacy. Positive academic emotion can promote the learning effect, while negative academic emotion makes learning effect worse. It is worth noting that, in different interactive situations, the mechanism of positive academic emotion affecting learning effect is similar, but the mechanism of negative academic emotion affecting learning effect is different. Specifically, college students’ negative academic emotions do not have a significant impact on deep learning in the context of SC interaction and ST interaction, but have a significant inhibitory effect in SS interaction. There may be various reasons for this phenomenon, such as the low level of negative academic emotion, the mutual offset of different emotional effects, and the reduction of negative academic emotion by teacher guidance. These findings point to the importance of teacher guidance and blended instructional design. Finally, based on the research findings, the paper puts forward some suggestions to promote the learning effect in BL.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Wendi Duan
PY  - 2022
DA  - 2022/12/12
TI  - Research on the Influence Mechanism of College Students’ Academic Emotion on Learning Effect in Blended Learning
BT  - Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)
PB  - Atlantis Press
SP  - 1133
EP  - 1142
SN  - 2589-4900
UR  - https://doi.org/10.2991/978-94-6463-024-4_117
DO  - 10.2991/978-94-6463-024-4_117
ID  - Duan2022
ER  -