Emotions, Technology, and Learning PDF
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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 Academic Press is an imprint of Elsevier AcademicPressisanimprintofElsevier 125LondonWall,London,EC2Y5AS,UK 525BStreet,Suite1800,SanDiego,CA92101-4495,USA 225WymanStreet,Waltham,MA02451,USA TheBoulevard,LangfordLane,Kidlington,OxfordOX51GB,UK ©2016ElsevierInc.Allrightsreserved. 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LibraryofCongressCataloging-in-PublicationData AcatalogrecordforthisbookisavailablefromtheLibraryofCongress BritishLibraryCataloguinginPublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary ISBN:978-0-12-800649-8 ForinformationonallAcademicPresspublications visitourwebsiteathttp://store.elsevier.com/ Publisher:NikkiLevy AcquisitionEditor:EmilyEkle EditorialProjectManager:TimothyBennett ProductionProjectManager:CarolineJohnson Designer:MatthewLimbert TypesetbySPiGlobal,India PrintedandboundintheUnitedStatesofAmerica 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.
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