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Undergraduates' perceived difficulty, motivating goal-directed affect, epistemic emotions and problem-solving in collaborative interdisciplinary learning
Citation
Zhu, G., Lim, M., Fan, X., Hou, C., & Yuan, G. (2024). Undergraduates' perceived difficulty, motivating goal-directed affect, epistemic emotions and problem-solving in collaborative interdisciplinary learning. In H.-C. Chu, D. Sun, Y. Lu, J. C.-Y. Sun, S. C. Kong, & G. Liu (Eds.), Conference Proceedings (English Paper) of the 28th Global Chinese Conference on Computers in Education (pp. 116-119). Global Chinese Conference on Computers in Education.
Abstract
Empirical evidence on students' perceived difficulty of interdisciplinary learning and associated experience is limited. This study aimed to address the gap in an interdisciplinary digital literacy course. The class activities were designed based on the characteristics of interdisciplinary learning tasks, such as the problem originating from the real world, and surveys were collected over eight weeks. Our findings indicate that surprise, curiosity, confusion, anxiety, joy, and frustration are positively associated with motivating goal-oriented affect, suggesting that students were actively engaged and motivated when they experienced various positive and negative emotions. Motivating goal-directed affect positively predicts students' collaborative interdisciplinary problem-solving, while confusion and boredom play negative roles, highlighting the need to enhance students' motivation and address negative emotions to facilitate interdisciplinary learning.
Date Issued
2024
Publisher
Global Chinese Conference on Computers in Education