Academic Emotions on Learning Effects

Academic Emotions on Learning Effects: Comparison

Please note this is a comparison between Version 2 by Bruce Ren and Version 1 by JING TAN.

学业情绪对学习效果有不同的影响，但这些都没有得到系统的研究。Academic emotions can have different influences on learning effects, but these have not been systematically studied.

academic emotions
learning effects
facial expressions
cognitive

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1. Introduction

一、简介

1.1. 学术情绪1.1. Academic Emotions

心理学家Reinhard Pekrun认为，学业情绪是学生在学习或教学情境中感受到的各种学业情绪体验[ 1 ]。在考虑学术情绪时，我们不应忽视学术情绪的两个维度：唤醒和效价。学术情绪效价是指刺激是令人愉快的还是令人不愉快的，而学术情绪唤醒则描述了一种刺激可能引起的学术情绪强度[ 2 ]。基于这种分类，情绪可以分为四组[ 3 ]：积极的唤醒情绪（如享受、自豪）、积极的情绪（如放松）、被动的唤醒情绪（如愤怒、焦虑）和消极情绪（例如，极度抑郁、绝望）。The psychologist Reinhard Pekrun believes that academic emotions are all kinds of academic emotional experiences that students feel in learning or teaching situations [1]. When considering academic emotions, we should not ignore the two dimensions of academic emotions: arousal and valence. Academic emotional valence refers to whether the stimulus is pleasant or unpleasant, while academic emotional arousal describes the academic emotional intensity that a stimulus can cause [2]. Based on this classification, emotions can be divided into four groups [3]: positive arousal emotions (e.g., enjoyment, pride), positive emotions (e.g., relaxation), passive arousal emotions (e.g., anger, anxiety), and negative emotions (e.g., extreme depression, despair).

在教育环境中，学业情绪被认为是影响学习的关键因素[ 1 ]，大量研究表明，学习者所经历的积极的学业情绪能够促进学习[ 1 , 3 ]。有研究对多媒体学习的作用表明，诱导积极学业情绪会加速学习[ 4，5，6 ]。In educational settings, academic emotions are considered to be a key factor affecting learning [1], and a lot of studies have shown that positive academic moods experienced by learners are capable of promoting learning [1,3]. Studies on the role of multimedia learning have shown that inducing positive academic emotions can accelerate learning [4,5,6].

1.2. 学习效果1.2. Learning Effects

如果教育的目的是加速学生的学习，那么测试的目的就是评估学生的学习成果。学习效果是指个体在学习知识点后，在知识、技能、情感态度或价值观等方面的变化[ 7 ]。学习效果的评价可以在测试中以分数为基础，技能课主要是为学习者提供打分的操作训练。If the purpose of education is to accelerate students’ learning, then the goal of testing is to assess students’ learning results. Learning effects refers to individual changes in knowledge, skills, emotional attitude, or values after learning the knowledge points [7]. The evaluation of the learning effect can be based on scores in testing, and the skill class is mainly to provide learners with operational training for scoring.

许多研究表明，认知，包括多媒体学习[ 4，6，8，9 ]，解决问题[ 10 ]，影响[ 11 ]，N-COUNT [ 12 ]，估计和决策能力[ 13，14，15 ]，认知灵活性[ 16 ]，复杂的学习[ 17 ]和存储器[ 18，19]，在许多方面对学术情感起着重要作用。有研究表明，效力（从被动到主动）和觉醒（从安静兴奋）具有在认知过程中不同的结果，和不同的效果对相关神经矩阵[ 20，21，22，23 ]。一些研究人员强调了唤醒和加强情绪记忆的作用 [ 24 , 25 , 26 ]。这些其他因素可能在记忆和认知中发挥重要作用 [ 27 ]。Many studies have shown that cognition, including multimedia learning [4,6,8,9], problem solving [10], influence [11], N-UNCOUNT [12], estimation and policy-making ability [13,14,15], cognitive flexibility [16], complex learning [17], and memory [18,19], play important roles in academic emotion in many aspects. Studies have shown that potency (from passive to active) and arousal (from quiet to excited) have different results in the cognitive process, and different effects on the relevant neural matrix [20,21,22,23]. Some researchers have emphasized the role of arousal and strengthening emotional memory [24,25,26]. These other factors may play a significant role in memory and cognition [27].

Yerkes 和 Dodson [ 28 ] 提出了反 U 假设，即唤醒和学习之间存在负二次关系。而且，就最佳唤醒水平而言，较简单的学习模式比较困难的学习模式具有更高的唤醒水平。不同的干预条件可以诱发积极的唤醒效应，从而提高学习成绩。大量相关研究结果表明，学业情绪与学习效果之间存在很强的相关性，但因果关系尚未得到广泛研究，学业情绪是否因学习成功而受到抑制或促进一直是一个难以捉摸的问题[ 2 ]。尽管如此，一些研究并没有考虑到负面的学术情绪 [ 4 , 6, 8 ]。消极的学业情绪 [ 29 ] 通常会导致对学习材料 [ 30 ] 的注意力较差 [ 30 ]、分心 [ 31 ]、效率降低，从而导致学习成绩不佳。此外，曾等人。[ 32 ] 认为与学习任务无关的高强度学术情绪负荷会损害学习成绩。消极和积极的学业情绪对意识 [ 33 ] 和记忆 [ 34 ]有负面影响。研究表明，消极的学业情绪可以刺激学习者通过调整学习策略来提高学习效果 [ 35 , 36 , 37 ]]。此外，研究明确指出，消极的学业情绪对学习效果没有显着影响[ 38 ]。因此，我们认为消极的学业情绪会对学习产生各种影响。积极的学术情绪通常对认知过程和学习产生有益的影响 [ 4 , 6 , 8 , 11 , 12 ]。例如，Park 等人。[ 8 ] 在眼动研究中发现，学习前积极的学业情绪在考试中可以产生更好的学习效果，并且对文本信息的保留时间更长。Yerkes and Dodson [28] put forward the inverse U hypothesis that there is a negative quadratic relationship between arousal and learning. Moreover, in terms of the optimal arousal level, an easier learning mode has a higher arousal level than a more difficult learning mode. Different intervention conditions can induce a positive arousal effect, thus improving learning performance. A lot of related research results show that there is a strong relationship between academic emotions and learning effects, but causality has not been widely studied, and whether academic emotions are suppressed or promoted for learning success has always been an elusive question [2]. Nevertheless, some studies have not taken negative academic emotions into account [4,6,8]. Negative academic emotions [29] usually lead to poorer attention to learning materials [30], distraction [31], and reduced efficiency, leading to poor learning performance. In addition, Zeng et al. [32] argued that high-intensity academic emotional load unrelated to learning tasks can impair learning performance. Passive and positive academic emotions have negative effects on consciousness [33] and memory [34]. Studies have shown that negative academic moods can stimulate learners to improve learning effects by adjusting their learning strategies [35,36,37]. Furthermore, studies have clearly stated that negative academic moods have no significant impact on learning effects [38]. Therefore, we believe that negative academic emotions can have various effects on learning. Positive academic moods generally have beneficial effects on the cognitive process and studying [4,6,8,11,12]. For instance, Park et al. [8] found in an eye movement study that positive academic emotions before learning can produce a much better learning effect in exams, and the retention of textual information is longer.

最近，有人提出动机和学业情绪是联系在一起的，因为动机行为涉及消极和积极的学业情绪[ 39]]。具体来说，积极的学术情绪在大多数情况下可能是有利可图的，但消极的学术情绪，如不满和不安，可能会产生矛盾的影响。此外，应该指出的是，学生的表现往往会反映他们的学业情绪。例如，成功可以增加对未来成功的期望，从而增加希望并减少不安。积极的学术情绪可能对学习和成就很重要，即使在负面影响领域，焦虑以外的学术情绪也可能同样重要。它们可能对自我控制学习的认知和动机成分都很重要。具体来说，积极的学术情绪对于培养内在和持续的动机可能很重要。所以，Recently, it has been suggested that motivation and academic emotions are linked, because motivational behaviors involve negative and positive academic emotions [39]. Specifically, positive academic emotions may be profitable in most cases, but negative academic emotions, such as dissatisfaction and uneasiness, can have contradictory effects. Moreover, it should be noted that students’ performance often responds to their academic emotions. For example, success can increase expectations of future success, which in turn increases hope and reduces uneasiness. Positive academic emotions may be important for learning and achievement, and academic emotions other than uneasiness may be of equal importance even in areas of negative impact. They may be important for both cognitive and motivational components of self-control learning. Specifically, positive academic emotions may be important for developing intrinsic and sustained motivations. Therefore, in order to better understand how different academic emotions affect learning effects, we included studies of negative and positive academic emotions to analyze the roles played by various academic emotional states in the learning process.

1.3. 面部表情1.3. Facial Expressions

对于学术情绪的捕捉，主观和客观两种方法都可以使用。面部表情是一种强大的非语言交流方式，提供了大量关于主观个人体验的信息（例如，精神状态、兴趣、观点、生理状态、情绪）。人工智能技术的发展为通过面部表情识别各种人类情绪增加了可信度[ 40 ]，表明使用客观方法捕捉学术情绪的可行性。然而，学术情绪的研究长期依赖于自我报告 [ 41 , 42]。自我报告是一种宝贵的数据来源，但在学习过程中实时分析学生学业情绪的愿望，催生了对其他形式的学业情绪分析的需求。因此，通常被视为情感衍生物的面部表情已成为此类探索的可行渠道。自从 Ekman 提出使用面部表情作为数据源的一般概念后，人们对面部表情越来越感兴趣，并且随着近 10 年来面部识别技术的发展，该领域也出现了一些相关的研究教育 [ 43 , 44 , 45 , 46]。特别是在科学实验中，我们发现当实验结果揭晓时，学生的主导表情先是惊讶，然后是消极，知识变化的概率更高[ 47 ]。惊讶、悲伤和厌恶也是用于预测学生基于冲突场景的知识变化的关键面部表情 [ 48 ]。For the capture of academic emotions, both subjective and objective methods can be used. Facial expressions are a powerful nonverbal communication method and provide a lot of information about subjective personal experience (e.g., mental state, interest, viewpoint, physiological state, emotions). The development of artificial intelligence technology adds credibility to the recognition of various human emotions through facial expressions [40], indicating the feasibility of using objective methods to capture academic emotions. However, studies of academic mood have long-term dependence on self-reporting [41,42]. Self-reporting is a valuable data source, but the desire to analyze students’ academic emotions in real time during the learning process has created a demand for other forms of academic emotional analysis. As a result, facial expressions, often seen as emotional derivatives, have become a viable channel for such exploration. Since Ekman put forward the general concept of using facial expressions as a data source, people have become more and more interested in facial expressions, and with the development of facial recognition technology over the last 10 years, there has been some related research in the field of education [43,44,45,46]. Especially in scientific experiments, we find that when the experimental results are revealed, the dominant expression of students is first surprised, then negative, and the probability of knowledge change is higher [47]. Surprise, sadness, and disgust are also key facial expressions used to predict the change in students’ knowledge based on conflicting scenarios [48].

2. 学业情绪对学习效果的影响

Cognitive imbalance is an uncomfortable state [67], which can lead to negative academic emotions. Cognitive imbalance is a necessary condition for students to deeply understand learning [68]. Negative academic emotions (such as anxiety and disappointment) play an important role in the learning process. Other recent research has examined the effects of confusion and frustration on learning. Research performance, confusion, and frustration bring about better learning effects for learners [69,70,71]. However, this may only apply to certain activities. For instance, if students are confused when reading multimedia materials because they do not understand the content, they may not be able to resolve their confusion, which will cause them to feel frustrated, and finally, bored. This illustrates the importance of analyzing academic emotions in each situation, so that we can understand when learners are confused or frustrated, thus helping students to learn effectively. The difference in academic emotions in the study [36] depends on the positive or negative outcomes associated with solving the puzzle. However, two other studies [38,54] have shown that academic emotional guidance has no significant influence on learning effects. An intervention study [38] suggested that academic emotional guidance is related to behavior, learning strategies, and cognitive regulation, while an observational study [54] suggested that, after academic emotional guidance occurs, it can improve memory and mental load without affecting learning effects. The evidence in this review extends the knowledge gained from the previous literature and suggests that positive academic emotions may have an advantage over negative academic emotions in terms of learning effects. Frequent participation in active academic emotional activities may influence behaviors conducive to learning strategy regulation [72]. Another intervention study [59] used graduate students as subjects to improve performance by promoting the active and flexible use of learning strategies. In the process of learning, with the increase in the difficulty of learning materials, there will be more negative academic emotions, but students can adopt more adaptive coping strategies to defuse negative academic emotions. Due to the learning environment being constructed by different intervention conditions (learning forms and learning materials), feature-based academic emotions include the tendency of individuals to make stable and consistent responses in a specific way. In addition, immediate academic emotional response constitutes state-based academic emotion [73]. Cues in learning situations can affect this response and may fluctuate over time. However, feature-based and state-based academic emotions are often very similar, and need to be carefully distinguished [73]. Finally, the research [52] is on state-based academic emotions, focusing on students’ short-term academic emotional experience in a specific game situation rather than their general experience. The academic emotions guided by learning materials focus on what is experienced by students under the particular intervention conditions. However, in certain cases, individual characteristics may be more advantageous. Games have promoted students’ science achievement in the long term [52]. Some studies have proposed a spiral emotional learning model, which includes a right-to-left academic emotional axis level positive price, which explains the correlation between academic emotions and scientific learning [74]. The model consisted of a right-to-left horizontal academic emotional axis of positive valence, a top-to-bottom representational constructive learning, and a bottom-to-top learning vertical learning axis, and identifies four quadrants. At the origin, the third axis of knowledge is perpendicular to these two axes. Some studies have proposed that in the process of science learning, learners’ academic emotions will change with the learning process, and knowledge will be acquired with their movement in the quadrant and spiral up along the knowledge axis [74]. In addition, available evidence suggests that the difficulty of learning materials may have different effects on the use of learning strategies and academic emotional state [58,59]. Due to the challenge of learning materials, it is difficult for students to self-regulate their learning. Therefore, in the game-based learning environment, students can autonomously learn and practice, which enables them to maintain a high level of motivation and participation [75]. However, there is still some debate about which academic emotions may be more effective at improving learning effects. Therefore, from now on, we should make further efforts to clarify the differences and relationships between the two types of academic emotions. In addition, in subsequent studies, the characteristics of academic emotions may need to be considered as a covariable to control their effects. In summary, the results of this systematic review indicate that, compared with negative academic emotions, positive academic emotions may be more effective at improving certain aspects of learning effects, especially in high school and college students. The research results not only contribute to an understanding of the different learning effects of academic emotions, but also have some practical significance. There is growing support for incorporating the regulation of students’ academic emotions into classroom teaching plans, perhaps through different learning materials, learning environments, teaching methods, and facial recognition tools, to study students’ academic emotions throughout the learning process as an effective way to improve learning effects [52,53,60]. Gee [76] argues that learning should not be divorced from experience, because it is always best when people identify and generalize patterns in a given environment through concrete experience over a long period of time. It is important to note that passive academic emotions may be more conducive to long-term learning and memory, and the beneficial effect on learning effects should not be ignored, even though it may lead to poor academic performance. Therefore, a series of academic emotions (positive and negative) will appear in science learning experience, which may contribute to the learning effect. In addition, the lack of a social component (person–person interaction) in our learning scenarios may lead to more academic emotions being expressed through facial expressions [77]. Social interactions that occur during the learning process may have further positive effects on learning effects [56].

认知失衡是一种不舒服的状态 [ 67 ]，会导致消极的学业情绪。认知失衡是学生深入理解学习的必要条件[ 68 ]。消极的学业情绪（如焦虑和失望）在学习过程中起着重要作用。最近的其他研究调查了困惑和挫折对学习的影响。研究表现、困惑和挫折为学习者带来更好的学习效果 [ 69 , 70 , 71]。但是，这可能仅适用于某些活动。例如，如果学生在阅读多媒体资料时因为不理解内容而感到困惑，他们可能无法解决他们的困惑，这会导致他们感到沮丧，最终感到无聊。这说明了在每种情况下分析学业情绪的重要性，以便我们了解学习者何时感到困惑或沮丧，从而帮助学生有效地学习。研究中学术情绪的差异 [ 36 ] 取决于与解决难题相关的积极或消极结果。

然而，另外两项研究 [ 38 , 54 ] 表明，学术情绪引导对学习效果没有显着影响。一项干预研究 [ 38 ] 表明学术情绪引导与行为、学习策略和认知调节有关，而一项观察性研究 [ 54]]提出，学业情绪引导发生后，可以在不影响学习效果的情况下提高记忆力和心理负荷。本综述中的证据扩展了从先前文献中获得的知识，并表明积极的学术情绪可能在学习效果方面优于消极的学术情绪。频繁参与积极的学术情感活动可能会影响有利于学习策略调节的行为[ 72 ]。另一项干预研究 [ 59] 以研究生为主体，通过促进学习策略的积极和灵活使用来提高成绩。在学习过程中，随着学习材料难度的增加，消极的学业情绪会越来越多，但学生可以采取更具适应性的应对策略来化解消极的学业情绪。

由于学习环境由不同的干预条件（学习形式和学习材料）构建，基于特征的学业情绪包括个体以特定方式做出稳定一致反应的倾向。此外，即时的学业情绪反应构成了基于状态的学业情绪 [ 73 ]。学习情境中的线索会影响这种反应，并可能随着时间的推移而波动。然而，基于特征和基于状态的学术情绪往往非常相似，需要仔细区分[ 73 ]。最后，研究[ 52] 是基于状态的学业情感，侧重于学生在特定游戏情境中的短期学业情感体验，而不是他们的一般体验。以学习材料为导向的学术情绪关注学生在特定干预条件下的体验。然而，在某些情况下，个体特征可能更有利。从长远来看，游戏促进了学生的科学成就[ 52 ]。有研究提出了螺旋式情绪学习模型，其中包括从右到左的学术情绪轴水平正价格，这解释了学术情绪与科学学习之间的相关性[ 74 ]。

该模型由从右到左的正价水平学术情感轴、从上到下的代表性建设性学习和从下到上的学习垂直学习轴组成，并确定了四个象限。在原点，第三个知识轴垂直于这两个轴。有研究提出，在科学学习的过程中，学习者的学业情绪会随着学习过程而发生变化，知识的获取会随着他们在象限内的运动而沿知识轴螺旋上升[ 74 ]。此外，现有证据表明，学习材料的难度可能对学习策略的使用和学业情绪状态产生不同的影响 [ 58 , 59]。由于学习材料的挑战，学生很难自我调节学习。因此，在基于游戏的学习环境中，学生可以自主学习和实践，这使他们能够保持高度的积极性和参与性[ 75 ]。然而，关于哪种学术情绪可能更有效地提高学习效果，仍然存在一些争论。因此，从现在开始，我们应该进一步努力厘清两种学术情绪之间的区别和关系。此外，在后续的研究中，可能需要将学业情绪的特征作为协变量来控制其影响。

总之，本系统评价的结果表明，与消极的学业情绪相比，积极的学业情绪可能更有效地提高某些方面的学习效果，尤其是在高中和大学生中。研究结果不仅有助于了解学业情绪的不同学习效果，而且具有一定的现实意义。越来越多的人支持将学生学业情绪的调节纳入课堂教学计划，或许可以通过不同的学习材料、学习环境、教学方法和面部识别工具，在整个学习过程中研究学生的学业情绪，作为一种有效的方式提高学习效果 [ 52 , 53 , 60]。Gee [ 76 ] 认为学习不应脱离经验，因为当人们通过长时间的具体经验识别和概括特定环境中的模式时，总是最好的。需要注意的是，被动的学业情绪可能更有利于长期学习和记忆，对学习效果的有益影响也不容忽视，即使它可能导致学习成绩不佳。因此，科学学习体验中会出现一系列学术情绪（积极和消极），这可能有助于学习效果。此外，在我们的学习场景中缺乏社交成分（人与人之间的互动）可能会导致通过面部表情表达更多的学术情绪 [ 77]]。学习过程中发生的社会互动可能会对学习效果产生进一步的积极影响 [ 56 ]。审查还发现，目前很少有研究涉及小学和研究生科目，因此未来的研究可能会将这两个群体视为潜在的参与者。