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EmoForm: Capturing Children's Emotions during Design Based Learning

Published: 09 March 2019 Publication History

Abstract

Emotions can greatly influence the learning process. This paper presents EmoForm, a lesson based retrospective self-report tool for capturing children's emotion changes over time during Design Based Learning (DBL). So far, emotions have received little attention from the constructivist learning research community (e.g. Maker education, DBL, project based learning). Based on existing approaches for recording emotions and a model of DBL, we constructed EmoForm. We evaluated this instrument during a three month-long DBL project at a local school that involved 30 children aged 13-14. Data from 433 completed forms indicate that children are able to use this instrument to capture emotions associated with DBL experiences they engaged in. Our analysis of this data demonstrates that Emoform can help gain meaningful insights for practitioners and researchers regarding children's experience of learning through design-based projects.

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Cited By

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  • (2024)High-performing Groups during Children's Collaborative Coding Activities: What Can Multimodal Data Tell Us?Proceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655805(533-559)Online publication date: 17-Jun-2024
  • (2023)Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and productInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2023.10057536(100575)Online publication date: Jun-2023
  • (2022)How can we evaluate? A Systematic Mapping of Maker Activities and their Intersections with the Formal Education System2022 IEEE Global Engineering Education Conference (EDUCON)10.1109/EDUCON52537.2022.9766456(1602-1608)Online publication date: 28-Mar-2022
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cover image ACM Other conferences
FL2019: Proceedings of FabLearn 2019
March 2019
206 pages
ISBN:9781450362443
DOI:10.1145/3311890
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 March 2019

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Author Tags

  1. Children
  2. Design Based Learning
  3. Emotion
  4. Evaluation
  5. Learning experience

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  • Research-article
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FL2019
FL2019: FabLearn 2019
March 9 - 10, 2019
NY, New York, USA

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FL2019 Paper Acceptance Rate 36 of 73 submissions, 49%;
Overall Acceptance Rate 36 of 73 submissions, 49%

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Cited By

View all
  • (2024)High-performing Groups during Children's Collaborative Coding Activities: What Can Multimodal Data Tell Us?Proceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655805(533-559)Online publication date: 17-Jun-2024
  • (2023)Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and productInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2023.10057536(100575)Online publication date: Jun-2023
  • (2022)How can we evaluate? A Systematic Mapping of Maker Activities and their Intersections with the Formal Education System2022 IEEE Global Engineering Education Conference (EDUCON)10.1109/EDUCON52537.2022.9766456(1602-1608)Online publication date: 28-Mar-2022
  • (2021)Faces Don’t Lie: Analysis of Children’s Facial expressions during Collaborative CodingFabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education10.1145/3466725.3466757(1-10)Online publication date: 2-Jun-2021
  • (2021)Social sharing of task-related emotions in Design-Based Learning: Challenges and opportunitiesInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2021.100378(100378)Online publication date: Aug-2021
  • (2021)What FabLearn talks about when talking about reflection — A systematic literature reviewInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2021.10025628:COnline publication date: 1-Jun-2021
  • (2021)FunQ: Measuring the fun experience of a learning activity with adolescentsCurrent Psychology10.1007/s12144-021-01484-242:3(1936-1956)Online publication date: 13-Mar-2021
  • (2020)Emotion Awareness in Design-Based Learning2020 IEEE Frontiers in Education Conference (FIE)10.1109/FIE44824.2020.9273917(1-8)Online publication date: 21-Oct-2020
  • (2020)Understanding design-based learning context and the associated emotional experienceInternational Journal of Technology and Design Education10.1007/s10798-020-09630-w32:2(845-882)Online publication date: 14-Oct-2020
  • (undefined)Children's Facial Expressions During Collaborative Coding: Objective Versus Subjective PerformancesSSRN Electronic Journal10.2139/ssrn.4003866

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