You are here:

Emotional Teaching Strategies in Japanese Technology Education
PROCEEDING

, Graduate School of Education, Ibaraki University, Japan ; , 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 .

Presentation

Slides w/Audio View

Slides