Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs

Maartje Henderikx*, Ansje Löhr, Marco Kalz

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females. These findings may serve as input for supporting learners in achieving their individual learning goals.
Original languageEnglish
Title of host publicationTransforming learning with meaningful technologies
Subtitle of host publication14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings
EditorsMaren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Place of PublicationCham
PublisherSpringer
Chapter2
Pages15-27
Number of pages13
ISBN (Electronic)9783030297367
ISBN (Print)9783030297350
DOIs
Publication statusPublished - 9 Sep 2019

Publication series

NameLecture Notes in Computer Science
PublisherSpringer
Volume11722
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Fingerprint

emotion
boredom
learning
experience
determinants

Cite this

Henderikx, M., Löhr, A., & Kalz, M. (2019). Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings (pp. 15-27). (Lecture Notes in Computer Science; Vol. 11722). Cham: Springer. https://doi.org/10.1007/978-3-030-29736-7_2
Henderikx, Maartje ; Löhr, Ansje ; Kalz, Marco. / Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs. Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. editor / Maren Scheffel ; Julien Broisin ; Viktoria Pammer-Schindler ; Andri Ioannou ; Jan Schneider. Cham : Springer, 2019. pp. 15-27 (Lecture Notes in Computer Science).
@inproceedings{5d37b5ac3e7648d9844f828a62127df4,
title = "Enjoyed or bored?: A study into achievement emotions and the association with barriers to learning in MOOCs",
abstract = "MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females. These findings may serve as input for supporting learners in achieving their individual learning goals.",
author = "Maartje Henderikx and Ansje L{\"o}hr and Marco Kalz",
year = "2019",
month = "9",
day = "9",
doi = "10.1007/978-3-030-29736-7_2",
language = "English",
isbn = "9783030297350",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "15--27",
editor = "Maren Scheffel and Julien Broisin and Viktoria Pammer-Schindler and Andri Ioannou and Jan Schneider",
booktitle = "Transforming learning with meaningful technologies",

}

Henderikx, M, Löhr, A & Kalz, M 2019, Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs. in M Scheffel, J Broisin, V Pammer-Schindler, A Ioannou & J Schneider (eds), Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Lecture Notes in Computer Science, vol. 11722, Springer, Cham, pp. 15-27. https://doi.org/10.1007/978-3-030-29736-7_2

Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs. / Henderikx, Maartje; Löhr, Ansje; Kalz, Marco.

Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. ed. / Maren Scheffel; Julien Broisin; Viktoria Pammer-Schindler; Andri Ioannou; Jan Schneider. Cham : Springer, 2019. p. 15-27 (Lecture Notes in Computer Science; Vol. 11722).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

TY - GEN

T1 - Enjoyed or bored?

T2 - A study into achievement emotions and the association with barriers to learning in MOOCs

AU - Henderikx, Maartje

AU - Löhr, Ansje

AU - Kalz, Marco

PY - 2019/9/9

Y1 - 2019/9/9

N2 - MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females. These findings may serve as input for supporting learners in achieving their individual learning goals.

AB - MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females. These findings may serve as input for supporting learners in achieving their individual learning goals.

U2 - 10.1007/978-3-030-29736-7_2

DO - 10.1007/978-3-030-29736-7_2

M3 - Conference article in proceeding

SN - 9783030297350

T3 - Lecture Notes in Computer Science

SP - 15

EP - 27

BT - Transforming learning with meaningful technologies

A2 - Scheffel, Maren

A2 - Broisin, Julien

A2 - Pammer-Schindler, Viktoria

A2 - Ioannou, Andri

A2 - Schneider, Jan

PB - Springer

CY - Cham

ER -

Henderikx M, Löhr A, Kalz M. Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs. In Scheffel M, Broisin J, Pammer-Schindler V, Ioannou A, Schneider J, editors, Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Cham: Springer. 2019. p. 15-27. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-030-29736-7_2