TY - JOUR
AU - Astleitner, Hermann
AB - This article presents an aspect of systematicinstructional design which has received relativelylittle attention so far: strategies for makinginstruction more emotionally sound. The roles ofemotions in cognitive instructional design, inmotivational design of instruction, in affectiveeducation, and in emotional education are brieflyoutlined. All these approaches do not consider how anyinstruction should be designed to become emotionallypositive for students. Within the presented frameworkof Emotional Design of Instruction (EDI) a set ofprescriptive propositions is obtained from a review ofconcepts, theories, and empirical findings in thefield of research on emotion. Five major dimensions ofinstructional relevant emotions are identified: feararising from judging a situation as threatening, envyresulting from the desire to get or not to losesomething, anger coming from being hindered to reacha goal, sympathy as an experience in relation to otherpeople who are in the need of help, and pleasure basedon mastering a situation with a deep devotion. Theauthor describes twenty instructional strategies thatcan be used to decrease negative feelings (fear, envy,and anger) and to increase positive feelings (sympathyand pleasure) during instruction. The article closeswith a discussion of theoretical shortcomings and openquestions concerning research and practicalapplications.
TI - Designing Emotionally Sound Instruction: The FEASP-Approach
JF - Instructional Science
DO - 10.1023/A:1003893915778
DA - 2004-09-23
UR - https://www.deepdyve.com/lp/springer-journals/designing-emotionally-sound-instruction-the-feasp-approach-D0VrHB7bF0
SP - 169
EP - 198
VL - 28
IS - 3
DP - DeepDyve
ER -