Can user interface’s features impact anxiety in digital educational settings?
If it is possible to reduce anxiety in learning environments by educational interventions, can these interventions be translated to digital educational environments?
Jun.-Prof. Dr Steffi Zander
Vanessa Yepes, vanesa.yepes[at]uni-weimar.de
Despite there are well-established guidelines to design learning materials based on cognitive features, design heuristics based on affective features are less well known. Among these affective features that influence learning, anxiety is recognised as a factor that can impact performance. If it is possible
to reduce anxiety in learning environments by educational interventions, can these interventions be translated to digital educational environments? Spatial abilities training, known as a source of anxiety, it is a good starting point to look for answers.
Experiment Design and More Results
Zander, S., Montag, M., Wetzel, S., & Bertel, S. (2017). A gender issue? - Motivation while solving rotation tasks on touch-based mobile devices. Journal of Computer Assisted Learning.
Zander, S., Wetzel, S., & Bertel, S. (2016). Rotate it!–Effects of touch-based gestures on elementary school students’ solving of mental rotation tasks. Computers & Education, 103, 158–169.
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Zander, S., Montag, M., Wetzel, S., & Bertel, S. (2017). A gender issue? - Motivation while solving rotation tasks on touch-based mobile devices. Journal of Computer Assisted Learning.
Zander, S., Wetzel, S., & Bertel, S. (2016). Rotate it!–Effects of touch-based gestures on elementary school students’ solving of mental rotation tasks. Computers & Education, 103, 158–169.
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