Publication Date
2024
Document Type
Book
Description
Research has shown that students who are interested in engineering design tasks early in their lives are more likely to become engineers. Importantly, kids tend to be more engaged with activities that elicit positive emotions (Hammond, 2014). Our purpose is to try fostering higher levels of engagement in engineering design tasks by observing how each step is associated with positive or negative epistemic emotions. We observed video recordings of six families engaged in different engineering tasks in their home environments. The videos were coded to categorize a range of different emotions throughout the activity. We hypothesize that activities involving physical engagement will be associated with positive emotions, while parts involving reading or planning will be associated with negative emotions. This research could help improve future engineering design tasks, by decreasing negative emotions and thus, increasing engagement. Designing activities to be more engaging helps attract more students to STEM.
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Recommended Citation
Guglielmo, Michael; Costello, Christopher; and Kim, Yvette, "Exploring the Association Between Epistemic Emotions and Engagement in Early Engineering Design Tasks" (2024). Research Days Posters 2024. 71.
https://orb.binghamton.edu/research_days_posters_2024/71