Abstract
In this paper, the concept of affective learning is discussed in today’s context, in which technology plays a significant role, with the objective of developing a model of affective learning. The study is guided by Frangou’s [6] embodied knowledge construction model of affects in writing and Körkkö’s [18] holistic model of learning and guiding reflection. The models are examined and then merged to form a model of affective learning that can serve as a pedagogical framework to facilitate teaching and learning in a holistic learning environment that takes into account the learner’s motivations, interests, and experiences. In this context, the learner’s sensory and motor perceptions, together with embodied cognition, are intertwined into a technology-enhanced holistic pedagogy that considers the learner’s individual embodied learning environment. This paper concludes with discussing the model and providing ideas for future research.
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Frangou, SM., Körkkö, M. (2020). Model of Technology Enhanced Affective Learning. In: Huang, TC., Wu, TT., Barroso, J., Sandnes, F.E., Martins, P., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2020. Lecture Notes in Computer Science(), vol 12555. Springer, Cham. https://doi.org/10.1007/978-3-030-63885-6_63
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