Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

Using in-class questions is an efficient instructional strategy to keep abreast of the state of student learning in a class. Some studies have found that discussing in-class questions in synchronous learning is helpful. These studies demonstrated that synchronous questions not only provide students...

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Autores principales:	Chia-Hung Lai, Ming-Chi Liu, Chia-Ju Liu, Yueh-Min Huang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	positive visual stimuli in-class question online learning synchronous learning platform funny image Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/807f196796444daba92c31a4cba31649
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spelling	oai:doaj.org-article:807f196796444daba92c31a4cba316492021-12-02T19:20:43ZUsing Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning10.19173/irrodl.v17i1.21141492-3831https://doaj.org/article/807f196796444daba92c31a4cba316492016-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2114https://doaj.org/toc/1492-3831 Using in-class questions is an efficient instructional strategy to keep abreast of the state of student learning in a class. Some studies have found that discussing in-class questions in synchronous learning is helpful. These studies demonstrated that synchronous questions not only provide students with timely feedback, but also allow teachers to change the pedagogy adaptively. However, some studies have also shown negative results of synchronous questions in that students may resist being questioned because of anxiety. Therefore, this paper proposes an idea of showing students funny images in order to reward them for providing correct answers. The effect of connecting questions with funny image rewards was examined by collecting data on student test scores, on facial expressions and on electroencephalogram (EEG) responses elicited using this strategy. The data on students' facial expressions indicated that being presented with funny images for correct answers consistently helps to arouse positive emotions in participants. Also, the data on the EEG responses showed that the participants receiving the rewarded questions demonstrated a trend toward increasing levels of attention and relaxation. However, the results also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities. Chia-Hung LaiMing-Chi LiuChia-Ju LiuYueh-Min HuangAthabasca University Pressarticlepositive visual stimuliin-class questiononline learningsynchronous learning platformfunny imageSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	positive visual stimuli in-class question online learning synchronous learning platform funny image Special aspects of education LC8-6691
spellingShingle	positive visual stimuli in-class question online learning synchronous learning platform funny image Special aspects of education LC8-6691 Chia-Hung Lai Ming-Chi Liu Chia-Ju Liu Yueh-Min Huang Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning
description	Using in-class questions is an efficient instructional strategy to keep abreast of the state of student learning in a class. Some studies have found that discussing in-class questions in synchronous learning is helpful. These studies demonstrated that synchronous questions not only provide students with timely feedback, but also allow teachers to change the pedagogy adaptively. However, some studies have also shown negative results of synchronous questions in that students may resist being questioned because of anxiety. Therefore, this paper proposes an idea of showing students funny images in order to reward them for providing correct answers. The effect of connecting questions with funny image rewards was examined by collecting data on student test scores, on facial expressions and on electroencephalogram (EEG) responses elicited using this strategy. The data on students' facial expressions indicated that being presented with funny images for correct answers consistently helps to arouse positive emotions in participants. Also, the data on the EEG responses showed that the participants receiving the rewarded questions demonstrated a trend toward increasing levels of attention and relaxation. However, the results also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.
format	article
author	Chia-Hung Lai Ming-Chi Liu Chia-Ju Liu Yueh-Min Huang
author_facet	Chia-Hung Lai Ming-Chi Liu Chia-Ju Liu Yueh-Min Huang
author_sort	Chia-Hung Lai
title	Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning
title_short	Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning
title_full	Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning
title_fullStr	Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning
title_full_unstemmed	Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning
title_sort	using positive visual stimuli to lighten the online learning experience through in class questioning
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/807f196796444daba92c31a4cba31649
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_version_	1718376802991210496

Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

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