Learning habits: does the digital generation have digital stress and how does it affect the learning of mathematics?

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作者

Aija Cunska¹

1. Vidzeme University of Applied Science

会议/活动

The International Psychological Applications Conference and Trends InPACT 2022, April 2022 (Madeira, Portugal)

海报摘要

It is mathematics that has been proven to be the most sensitive to compulsory distance learning as a result of the Covid-19 pandemic. Due to the state of emergency in Latvia, all schools were periodically closed for a total of 9 months. In this context, the study was motivated by the question "Does digital stress exist for the digital generation and how does it affect the learning of mathematics?" The aim of the study is to determine the initiators of digital stress by using the Stressor-strain-outcome framework and the consequences that students face when learning math remotely. Using the Partial Least Squares Structural Equation Modelling with SmartPLS, a survey data of 185 students were analyzed. Anxiety, lack of instantaneous feedback, risks of self-directed learning and social isolation were found to contribute to digital stress, which in turn has a negative impact on interest and performance in learning mathematics.

关键词

Digital generation, Digital stress, Math learning, Learning habits, Project AI4Math

研究领域

Education, Mathematics, Psychology and Behavioral Sciences

参考文献

1. Abdous, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. The Internet and Higher Education, 41, 34–44.
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4. Jukes, I., McCain, T., Crockett, L. (2010). Understanding the Digital Generation. Teaching and Learning in the New Digital Landscape. 21st Century Fluency Project Inc.
5. Lee, V-H., Hew, J-J., Leong, L-Y., Tan, G.W-H., Ooi, K-B. (2021). The Dark Side of Compulsory e-education: Are Students Really Happy and Learning during the COVID-19 Pandemic? International Journal of Human–Computer Interaction.
6. Lyons, I.M, Beilock, S.L. (2012). When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math. PlosOne. 7 (10), 1-6.
7. Ragu-Nathan, T.S., Tarafdar, M., Ragu-Nathan, B.S., Tu, Q. (2008). The consequences of technostress for end users in organizations: conceptual development and empirical validation. Inform. Syst. Res. 19, 417–433.
8. Xu, D., Huang, W.W., Wang, H., Heales, J. (2014). Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation. Information and Management, 51 (4), 430–440.
9. Zhao, Y., Wang, N., Li, Y., Zhou, R., Li, S. (2021). Do cultural differences affect users’ e-learning adoption? A meta-analysis. British Journal of Educational Technology, 52 (1), 20–41.

基金

1. The postdoctoral project “Artificial Intelligence (AI) Support for Approach of Accelerated Learning of Mathematics (AI4Math)” (No. 1.1.1.2/VIAA/3/19/564)

补充材料

暂无数据

附加信息

利益冲突

No competing interests were disclosed.

数据可用性声明

The datasets generated during and / or analyzed during the current study are available from the corresponding author on reasonable request.

知识共享许可协议

Copyright © 2023 Cunska. This is an open access work distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.