Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis

Yen-Ku Kuo; Sadia Batool; Sheila Devi; Tehseen Tahir; Jiawen Yu

doi:10.1016/j.heliyon.2023.e23263

Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis

Heliyon. 2023 Dec 3;10(1):e23263. doi: 10.1016/j.heliyon.2023.e23263. eCollection 2024 Jan 15.

Authors

Yen-Ku Kuo¹, Sadia Batool², Sheila Devi³, Tehseen Tahir⁴, Jiawen Yu⁵

Affiliations

¹ Bachelor Program of Leisure Industry Management, College of Chinese Culture University, Taipei, Taiwan.
² Department of Educational Development, Karakoram International University Diamer Campus, Gilgit-Baltistan, Pakistan.
³ Segi University, Kota Damansara, 47810, Petaling Jaya, Malaysia.
⁴ Department of Education, The University of Haripur, KPK, Pakistan.
⁵ Guangzhou International Economics College, No.28 Dayuanbei, Baiyun District, Guangzhou, Guangdong, 510540, China.

Abstract

The central aim of this research endeavor was to delve into the profound influence of affective learning experiences on the cognitive and psychomotor domains. Concurrently, the study sought to discern the effects of these experiences on students' academic accomplishments within the three domains. This differentiation was predicated upon the interplay between pedagogical resources and the multifaceted dimensions of cognitive, affective, and social contexts for learning. Over the course of four consecutive semesters, data were meticulously collected from a cohort of 140 undergraduates enrolled at a private-sector university. The experimental cohorts 1, 2 and 3, comprising 35, 46, and 31 students, respectively, were instructed through distinct methodologies - namely, activity learning, reflective learning, and collaborative learning. In parallel, the control group, composed of 28 students, received instruction via the discussion method. The findings eloquently established a robust and affirmative linear correlation between affective experiences and achievements within the cognitive and psychomotor domains. This correlation notably underscored the far-reaching influence of the affective domain upon its cognitive and psychomotor counterparts. Furthermore, the variable of emotional context for learning emerged as a conspicuously noteworthy determinant of students' achievements across all three domains. In contrast, the remaining independent variables - namely, pedagogical resources, cognitive learning context, and social learning context - did not exhibit a substantial contribution. However, it was observed that the amalgamation of all four independent variables yielded a statistically significant relationship with achievements within the cognitive, affective, and psychomotor domains. This underscored the imperative nature of accounting for all pertinent factors when formulating instructional approaches that yield optimal outcomes.

Keywords: Affective connections; Cognitive setting for learning; Emotional setting for learning; Emotionalized learning experiences; Social setting for learning.