ABSTRACT

The purpose of this study is to find a way to improve students’ performance to solve physics problems by inducing changes in emotion via immediate feedback. To this end, in 2016, we conducted an experiment, doing an interview and survey consecutively. The participants were five second-year male students attending a private high school in Seoul, Korea. The students solved three problems from a lesson on ‘Force and Motion.’ They were asked to express their emotions, both in words and using emoji stickers on their response sheets, so that we could investigate their emotions while they were solving physics problems. Almost all students were sensitive to emotions when attempting to solve difficult problems. To investigate the relationship between feedback, emotion, and confidence, immediate feedback was given after the students solved a problem. We found that the students’ emotions were influenced by immediate feedback after solving physics problems. When given immediate feedback suggesting the correct answers, their negative emotions disappeared, and their confidence in their performance to solve problems increased. In this experiment, the students’ emotions were controlled by immediate feedback. Therefore, this work suggests that students’ performance can be improved by instilling confidence via emotional support.

摘要

本研究的目的是找到一种方法，通过即时反馈引起情绪变化，从而提高学生解决物理问题的能力。为此，我们在 2016 年进行了一项实验，依次进行了采访和调查。参与者是在韩国首尔的一所私立高中就读的五名二年级男学生。学生们解决了“力与运动”课程中的三个问题。他们被要求在他们的回答表上用文字和表情符号来表达他们的情绪，这样我们就可以在他们解决物理问题时调查他们的情绪。几乎所有学生在尝试解决难题时都对情绪敏感。为了调查反馈、情绪和信心之间的关系，在学生解决问题后立即给予反馈。我们发现学生的情绪会受到解决物理问题后的即时反馈的影响。当给出正确答案的即时反馈时，他们的负面情绪消失了，他们对解决问题的表现的信心增加了。在这个实验中，学生的情绪是通过即时反馈来控制的。因此，这项工作表明，可以通过情感支持灌输信心来提高学生的表现。