
Emotional Teaching Strategies in Japanese Technology Education
PROCEEDING
Ryo Sakaba, Graduate School of Education, Ibaraki University, Japan ; Takashi Usuzaka, College of education, Ibaraki University, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This study aimed to examine the impacts that emotional teaching strategies that provokes negative emotions may have after a one-week oblivion period on Japanese university students’ memory retention related to a common teaching strategy in technology education. Participants were divided into an experiment group and a control group. In the experiment, an emotional survey was applied in the experiment group after watching two movies that should provoke emotions on them. Afterwards, a comprehension survey was applied twice to both groups - the second being applied after a one-week oblivion period - and a recall survey was also conducted. The results have shown that participants might have a better memory retention which directly relates to the emotional teaching strategies that were applied in this study.
Citation
Sakaba, R. & Usuzaka, T. (2019). Emotional Teaching Strategies in Japanese Technology Education. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 108-113). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from https://www.learntechlib.org/primary/p/211067/.
© 2019 Association for the Advancement of Computing in Education (AACE)
Presentation
Slides
- presentation_3102_55447.pptx (Access with Subscription)
- E-Learn2019 Sakaba.pptx (Access with Subscription)