Formerly Journal of Research on Computing in Education JRTE, Volume 32, Number 4, Summer 2000. Designing Instructional Technology from an Emotional Perspective Hermann Astleitner Detlev Leutner Abstract This article discusses an aspect of systematic instructional design that has received relatively little attention so far: strategies for making instructional technology more emotionally sound. Within the framework presented here, a set of prescriptive propositions is deduced from a review of concepts, theories, and empirical findings in the research on emotion. Five major dimensions of emotions are identified: (1) fear, which arises in response to a situation judged to be threatening; (2) envy, which comes from the desire to either get or not lose something; (3) anger, which comes in response to being hindered in reaching a goal; (4) sympathy, which is experienced in response to people in need of help; and (5) pleasure, which is experienced when mastering a situation. We describe 20 general instructional strategies that can be used to decrease negative emotions (fear, envy, and anger) and increase positive emotions (sympathy and pleasure). For all instructional strategies, we describe different features of instructional technology that can help educators integrate these strategies into regular instruction. Contributors Hermann Astleitner is an associate professor of education and specializes in research on educational technology and emotional education. Detlev Leutner is a professor of instructional psychology with emphasis on research methods, psychological assessment, and instructional systems design. Address: Hermann Astleitner, Institut für Erziehungswissenschaft, Universität Salzburg, Akademiestrasse 26, A-5020 Salzburg, Austria; Hermann.Astleitner@sbg.ac.at. A PDF file of the full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number. Copyright © 2001, ISTE (International Society for Technology in Education). All rights reserved. | |||
