Affective Dimensions of Learning
Affective Dimensions of Learning represents one of the three dimensions of learning identified by Illeris (2002). It is a complex concept that refers to dimensions for affective learning. According to Martin and Reigeluth, there exist six dimensions for affective learning: emotional, social, esthetic, moral, spiritual, and motivational (Martin and Reigeluth 1999). In the literature, the terms Emotional Dimensions of Learning and Affective Dimensions of Learning are often used to designate the relationship between emotions and learning (e.g., fears associated with formalized learning).
Although there is no consensus about the meaning of the term emotion, there is an agreement that emotional states are considered complex processes that change in time and are affected by several factors. An emotion represents a mental state, such as happiness or fear, that arises...
- Chaffar, S., Derbali, L., Frasson, C. (2009). Inducing positive emotional state in Intelligent Tutoring Systems. AIED’2009: 14th International Conference on Artificial Intelligence in Education, IOS Press, Brighton, UK.Google Scholar
- Conati, C. (2002). Probabilistic assessment of user’s emotions in educational games. Journal of Applied Artificial Intelligence, 16, 555–575.Google Scholar
- Critchley, H. D., Rothstein, P., Nagai, Y., O’doherty, J., Mathias, C. J., & Dolan, R. J. (2005). Activity in the human brain predicting differential heart rate responses to emotional facial expressions. Neuroimage, 24, 751–762.Google Scholar
- Damasio, A. R. (1994). Descartes’ error: emotion, reason and the human brain. New York: Gosset/Putnam Press.Google Scholar
- Ekman, P., & Friesen, W. V. (1978). Facial action coding system: investigator’s guide. Palo Alto: Consulting Psychologists Press.Google Scholar
- Hess, U. (2001). The experience of emotion: situational influences on the elicitation and experience of emotions. In A. Kaszniak (Ed.), Emotions, qualia, and consciousness. Singapore: World Scientific Publishing.Google Scholar
- Illeris, K. (2002). The three dimensions of learning: contemporary learning theory in the tension field between the cognitive, the emotional and the social. Copenhagen: Roskilde University Press.Google Scholar
- Isen, A. M. (2000). Positive affect and decision making. Handbook of emotions. New York: Guilford.Google Scholar
- Matthews, G., & Wells, A. (1999). The cognitive science of attention and emotion. Handbook of cognition and emotion. New York: John.Google Scholar
- Martin, B., & Reigeluth, C. (1999). Affective education and the affective domain: Implications for instructional-design theories and models. In C. Reigeluth (Ed.), Instructional-design theories and models. London: Erlbaum.Google Scholar
- Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: implications for educators (pp. 3–31). New York: Basic Books.Google Scholar
- Ortony, A., Clore, G., & Collins, A. (1988). The cognitive structure of emotions. Cambridge: Cambridge University Press.Google Scholar
- Petrushin, V. (1999). Emotion in speech: recognition and application to call centers. Artificial neural networks in engineerin.Google Scholar