Modeling Affective Response to Interactive Feedback in STEM Education E-learning Activities

The growing integration of technology into education, particularly in the STEM fields, has tended to focus on its objective advantages, ignoring affective potential. To explore this potential, based some principles Kansei/Affective Engineering, an initial analysis was conducted considering 501 interventions a conversation among six students about previous e-learning experience. revealed need for personalized feedback, self-adapted pace, and possibility express. Based identified needs, three activities (applets dynamic reasoning contextualized movement Sun) were designed value tool through feedback it provided. Thirteen engineering at Japanese university participated experiment results analyzed type (task-focus/constructivist, self-focus/motivational) purpose as well indicators Instructional Feedback Orientation Scale. model constructed each student that those who attributed higher showed greater relation between received reaction selected (completion-positive, correction-negative). Furthermore, found proposed can inform future designs potential promote positive reactions.