Emotions and Motivations in Adult Learning with Technology Meredith Solomon & Christan Royer

Introduction Rather than ignore learner emotions, learning theories and curriculum need to work with these seemingly irrational thoughts to create the most effective and motivational learning environment.

Emotion Emotions not easily defined It seems that “everyone knows what emotion means until they are asked to define it” (O’Regan, 79) ‏

Emotion in the Learning Environment Traditional role of emotion: → Hinder rational thought necessary for reasoning and learning → Adult educators have sought to limit emotions

Emotion in the Learning Environment New trend regarding role of emotion: → There is a connection between emotions and cognitive processes and emotions are important, perhaps even central, to the cognitive learning process. → Adult learners make an imaginative connection with their emotional state in order to better connect with their self and understand the external environment.

Two Learning Theories Involving Emotion Stock's theory of cognitivism: "All sensory input is process through our emotional center first...before it is sent to be processing in our rational minds" (O'Regan, 2003). In this view, emotions are the central driving force that activates attention, which in turn activates problem solving and response system.

Two Learning Theories Involving Emotion The Imaginal Method: making sense of emotions and feelings that arise in the learning environment in order to better connect with material being learned 2 Step Process 1.Use imagination to understand what images have caused this emotion 2.Through understanding what image has evoked by the learning experience= individuals more actively and deeply connect with what they are learning

Evoking Your Emotions Evoking Your Emotions Emotions are the first thing evoked before rational cognitive thought and can affect ability to learn. Imagine the following images are on a Professor’s PowerPoint slide during a class session: Type in the chat box the first word/emotion that you feel when you see the following images

Evoking Your Emotions Evoking Your Emotions Political Science Course PowerPoint

Evoking Your Emotions Evoking Your Emotions Sports Course PowerPoint

Online Learning Effects Learners Emotions O'Regan provides guidelines for online learning environments that minimize negative and maximize positive emotions: Technology Access Sites Course Content Guidance Posting Audience Communication Risk-taking Excellence

Motivation Motivation is an internal state that activates behavior needed to accomplish a goal. Adult learners have intrinsic motivation – the desire to learn and understand or master a skill or goal. The learning environment is important in keeping adults motivated to learn.

Motivation and Knowles Knowles theory of adult learning points out adults learn differently, and motivation is a key reason why ◦ Have a variety of different experiences ◦ Want to apply what is learned to real-life situations and problems ◦ Open to learning in different ways if it is the most efficient and effective way to learn

Motivation and the learning environment Keeping adult learners motivated to learn by listening to what is needed and ensuring the learning environment supports them is important. Education must understand the emotions and motivations of the adult learner within the learning environment in order for it to be successful and for the learner to continue growing their knowledge.

Emotion and Motivation Converge in Online Learning My Personal experience with negative emotions resulting in low motivation to finish the Official U.S. Army Game: Social Cognitivist Analyses ↓ self efficacy in my ability to actual complete the game= ↓ motivation to give it my best to complete the game Imaginal Method Analyses why negative emotion/low motivation? virtual games evoke image in my inner conscious of how playing Nintendo as a child would cause me splitting headaches

Emotion and Motivation Converge in Online Learning Best way to design an educational technology to create positive emotion to keep students motivated: Technology follows O’Regan’s guidelines Technology design influenced by a Constructivist approach ◦ learner-centered and encourages interactive, authentic, and high quality learning ◦ ex: virtual games

Case Study: Games Every learner is different. Different types of games can be used to stimulate cognitive thinking and a positive learning experience. Games can provide the basis by which students “learn by doing, by undertaking purposeful and meaningful tasks, reflect in their experiences and work with others to achieve their learning goals” (Whitton, p. 52). Games fit well within the constructivist approach, which is the most prevalent learning environment in online learning. Therefore games can support adult motivations and emotions in the learning environment.

Case Study: Games Constructivist learning environment examples: ◦ Active learning – Games provide a means for collaboration to occur though multi-user games, social interaction, collaboration, and situated cognition ◦ Experiential learning – Games in virtual worlds provide students the ability to examine the situation, reflect on what is happening, and investigate further. ◦ Collaborative learning – Games have promoted the growth of virtual communities of learners and collaboration due to the growth of Internet games. ◦ Problem-based learning – Games create real-life experiences students can participate in to solve a problem. It allows students to take responsibility for researching and learning.

Case Study: Games Take a few minutes to play the quiz at: What emotions did you feel by playing this game? How could a game like this motivate an individual?

Case Study: Games To maximize the positive experience and emotions that can come from playing games, it is important to consider the online learning environment. ◦ For example, the content of the game should relate to the course and provide the ability to solve a problem or learn a new skill. ◦ Technology should be accessible in that the game is in a format that will play on any computer and is easy to learn. ◦ Guidance should be provided to promote discussion before and after the game. ◦ Using these ideas can lead to a productive and beneficial use of games for adult learners within a constructivist learning environment.