Emotions, Technology, and Learning

298 Pages·2015·9.296 MB·English

by  McCreery, Michael P., Tettegah, Sharon Y

EMOTIONS,
TECHNOLOGY,
AND LEARNING
Emotions and Technology
Communication of Feelings
for, with, and through
Digital Media
Series Editor
Sharon Y. Tettegah
Emotions, Technology, and
Learning
Volume Editors
Sharon Y. Tettegah and Michael P. McCreery
EMOTIONS,
TECHNOLOGY,
AND LEARNING
Edited by
SHARON Y. TETTEGAH
Professor,University of Nevada,Las Vegas
Collegeof Education,Las Vegas,NV, USA
BeckmanInstituteforAdvancedScienceandTechnology,
NationalCenter for SupercomputingApplications,
affiliate,University of Illinois, Urbana, IL,USA
MICHAEL P. MCCREERY
Department of Teaching and Learning,
University of Nevada,
Las Vegas, NV, USA
AMSTERDAM (cid:129) BOSTON (cid:129) HEIDELBERG (cid:129) LONDON
NEW YORK (cid:129) OXFORD (cid:129) PARIS (cid:129) SAN DIEGO
SAN FRANCISCO (cid:129) SINGAPORE (cid:129) SYDNEY (cid:129) TOKYO
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CONTRIBUTORS
CatherineAdams
UniversityofAlberta,Edmonton,AB,Canada
BethA.Buchholz
AppalachianStateUniversity,Boone,NC,USA
Man-WaiChu
UniversityofAlberta,Edmonton,AB,Canada
BridgetCooper
UniversityofSunderland,Sunderland,UK
LiaM.Daniels
UniversityofAlberta,Edmonton,AB,Canada
AmyGarrettDikkers
DepartmentofEducationalLeadership,UniversityofNorthCarolinaWilmington,
Wilmington,NC,USA
GeorgiaEarnestGarc´ıa
UniversityofIllinoisatUrbana-Champaign,Champaign,IL,USA
MartinGartmeier
TUMSchoolofEducation,Mu¨nchen,Germany
TinaHascher
UniversityofBern,Bern,Switzerland
JimHewitt
DepartmentofCurriculum,TeachingandLearning,OntarioInstituteforStudiesin
Education,UniversityofToronto,Toronto,ON,Canada
MaryBethHines
IndianaUniversity,Bloomington,IN,USA
ChuckHolloway
IndianaUniversity,Bloomington,IN,USA
MichaelL.Kersulov
IndianaUniversity,Bloomington,IN,USA
AmosLee
UniversityofIllinoisatUrbana-Champaign,Urbana,IL,USA
JacquelineP.Leighton
UniversityofAlberta,Edmonton,AB,Canada
AdamMcCaffrey
UniversityofAlberta,Edmonton,AB,Canada
xi
xii Contributors
GwenC.M.Noteborn
MaastrichtUniversity,Maastricht,TheNetherlands
KrystlePhirangee
DepartmentofCurriculum,TeachingandLearning,OntarioInstituteforStudiesin
Education,UniversityofToronto,Toronto,ON,Canada
RebeccaRupert
IndianaUniversity,Bloomington,IN,USA
JulieRust
MillsapsCollege,Jackson,MS,USA
MathewSwerdloff
HendrikHudsonSchoolDistrict,Montrose,NY,USA
SharonTettegah
UniversityofIllinoisatUrbana-Champaign,Urbana,IL,USA
JennyS.Wakefield
UniversityofNorthTexas,Denton,TX,USA
ScottJ.Warren
UniversityofNorthTexas,Denton,TX,USA
AimeeL.Whiteside
DepartmentofEnglishandWriting,UniversityofTampa,Tampa,FL,USA
GeoffWoolcott
SouthernCrossUniversity,Lismore,NSW,Australia
FOREWORD
Withrespecttotechnology,itisimportanttoplacetermsandtoolswithina
historical context, given that in today’s society, when speaking to a person
who is a Millennial (individuals who are born in the early 1980s to 2000),
s(he) may tell you that technology is the Internet and Smart Phones.
For the Millennial, then, technology may only mean digital or biotechnol-
ogies.IfweweretospeakbroadlytosomeindividualsfromTheSilentGen-
eration,Boomers,Millennials,andGenerationY,technologymayalsomean
automobiles, airlines, overhead projectors, flashlights, microwaves, ATMs,
etc. Hence, technology in the twenty-first century can mean many things.
Forexample,technologycouldmeansoftwareapplications,hardware,social
mediaplatforms,functionalmagneticresonanceimaging,mobiletechnology,
learning and content management systems, just to name a few.
Humans and other animals have used tools for centuries; however, the
most important aspect of any tool is how we use and interact with it and
the emotional responses we experience, while we interact with it either
physically or psychologically. The focus of this book series is to provide a
variety of conceptual, theoretical, and practical perspectives on the role of
emotions and technology. Various psychological and social-emotional
aspects of communicating through and with many types of technology
are engaged in ways that extend our understanding of technology and its
consequences on our lives.
Aspecificgoalandpurposeofthisbookseriesfocusesonemotionsand
affective interactions with and through technology. In some cases, these
interactions are user-to-user, supported by the technology. In other
instances,theseinteractionsarebetweentheuserandthetechnologyitself.
Let us take, for example, researchers who have used animated social simu-
lation technology to measure emotions of educators (Tettegah, 2007) and
others,whousebiotechnologytomeasuredecision-makingandemotional
responses of users of technology (Baron-Cohen, 2011; Decety & Ickes,
2009).Inarecentarticle,Solomon(2008)pointsout,“Oneofthemostcrit-
icalquestionsabouthumannatureistheextenttowhichwecantranscend
ourownbiology(p.13).”Iwouldarguethatthroughouruseoftechnology
we,infact,areattemptingtoextendandtranscendouremotionsbywayof
robots and other intelligent technological agents. As such, we should then
askourselves:whyarediscussionsofemotionsandtechnologysoimportant?
xiii
xiv Foreword
Inquiryregardingthenatureofemotionsisnotnew.Infact,examplesof
suchformsofinquiryhavebeendocumentedsincethedialoguesofSocrates
and Plato. Researchers and practitioners in psychology, sociology, educa-
tion,andphilosophyunderstandthecomplicatednatureofemotions,aswell
as[theimportanceof]definingemotionsandsocialinteractions.Thestudy
of emotions is so complicated that we still continue to debate within the
fieldsofphilosophy,education,andthepsychology,thenatureofemotions
andtherolesofaffectiveandcognitiveprocessesinvolvinghumanlearning
andbehavior. Thevolumesinthisseries,therefore, seekto presentimpor-
tantdiscussions,debates,andperspectivesinvolvingtheinteractionsofemo-
tions and various technologies. Specifically, through this book series on
Emotions and Technology, we present chapters on emotional interactions
with, from, and through technology.
The diversity of emotions, played out by humans with and through
technology, run the gamut of emotions, including joy, anger, love, lust,
empathy, compassion, jealousy, motivation, frustration, and hatred. These
emotional interactions can occur through interactions with very human-
looking technologies (e.g., avatars, robots) or through everyday common-
place technologies (e.g. getting angry at an ATM machine when the user
failstofollowdirections).Hence,understandingthewaysinwhichtechnol-
ogy affords the mediation of emotions is extremely important toward
enhancing our critical understanding of the ways in which student minds,
through technology, are profoundly involved in learning, teaching, com-
municating,anddevelopingsocialrelationshipsinthetwenty-firstcentury.
Themajorityofthechapterspresentedinthebooksincludedintheseries
willno doubtdrawonsomeoftherecent,pervasive,andubiquitoustech-
nologies.Readerscanexpecttoencounterchaptersthatpresentdiscussions
involving emotions and mobile phones, iPads, digital games, simulations,
MOOCs, social media, virtual reality therapies, and Web 2.0/3.0 technol-
ogies.However,theprimaryfocusofthisbookseriesengagesthereadersin
psychological, information communication, human computer interaction,
and educational theories and concepts. In other words, technologies will
showcase the interactions, however, the concepts discussed promise to be
relevant and consistent constructs, whether engaging current technologies
or contemplating future tools.
The whole book series began with a call for a single volume. However,
there was sucha huge response thatone volume turned into eightvolumes.
Itwasveryexcitingtoseesuchaninterestinliteraturethatliesattheintersection
ofemotionsandtechnology.Whatisveryclearhereisthathumanbeingsare
Foreword xv
becoming more and more attached to digital technologies, in one form or
another.Inmanyways,wecouldpossiblypositthestatementthatmanyindi-
vidualsintheworldareinchingtheirwaytowardbecomingcyborgs.Itisappar-
entthatdigitaltechnologiesare infactmoreandmore second naturetoour
everyday life. Actually, digital technologies are changing faster than we
areaging.
Thelifeofanewtechnologycanbe6monthsto1year,whilethehuman
lifespan ranges from 0 to 80+ years. With the aforementioned in mind,
humanshavetoconsiderhowtheiremotionswillinteractandinterfacewith
themanydifferenttechnologiestheywillencounteroverthecourseofsuch
alifetime.Itseemsasifitwereonlyyesterdaywhenthepersonalcomputer
was invented and now we have supercomputing on a desktop, billions of
data at our fingertips on our smartphone computers, and nanotechnology
assistinguswithphysiologicalfunctionsoflivinghumananimals.Regardless
ofthetechnologyweuseandencounter,emotionswillplayamajorrolein
personal and social activities.
Themajorrolethattechnologyplayscanbeobservedthroughthemany
observationsofhowhumansbecomeexcited,frustrated,orrelieved,when
interacting with new technologies that assist us within our daily activities.
Ourhopeisthatscholarsandpractitionersfromdiversedisciplines,such
as: Informatics, Psychology, Education, Computer Science, Sociology,
Engineering and other Social Science and Science, Technology, Media
Studies and Humanities fields of study will find this series significant and
informative to their conceptual, research, and educational practices. Each
volume provides unique contributions about how we interact emotionally
with,through,andfromvariousdigitaltechnologies.Chaptersinthisseries
range from how intelligent agents evoke emotions, how humans interact
emotionallywithvirtualweapons,howwelearnordonotlearnwithtech-
nology, how organizations are using technology to understand health-
related events, to how social media helps to display or shape our emotions
and desires.
This series on Emotions and Technology includes the following
volumes: (1) Emotions, Technology and Games, (2) Emotions, Technol-
ogy, Design and Learning, (3) Emotions, Technology and Behaviors, (4)
Emotions, Technology and Learning, (5) Emotions, Technology and
Health, (6)Emotions,TechnologyandDesign,(7)Emotions,Technology
andSocialMedia,and(8)EmotionsandMobileTechnology.
Sharon Tettegah
University of Nevada, Las Vegas, USA
xvi Foreword
ACKNOWLEDGMENTS
I would like to give a special thank you to Martin Gartmeier, Dorothy
Espelage, Richard Ferdig, WenHao David Huang, Grant Kien, Angela
Benson, Michael McCreery, Safiya Umoja Noble, Y. Evie Garcia, and
Antonia Darder, and all of the authors for their reviews and contributions
to this work.
REFERENCES
Baron-Cohen,S.(2011).Thescienceofevil.NewYork:BasicBooks.
Decety,J.,&Ickes,W.(2009).Thesocialneuroscienceofempathy.Cambridge:TheMIT
Press.
Solomon,R.C.(2008).Thephilosophyofemotions.InM.Lewis,J.M.Haviland-Jones,&
L.F.Barrett(Eds.),Thehandbookofemotions(3rded.,pp.3–16).London:GuildfordPress.
Tettegah,S.(2007).Pre-serviceteachers,victimempathy,andproblemsolvingusingani-
matednarrativevignettes.Technology,Instruction,CognitionandLearning,5,41–68.