期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：1
页码：15-26
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：Medical education can be emotionally charged for many reasons, while simulation-basedactivities in particular are designed to generate emotional reactions. However, few studieshave concentrated on the relationship between learning and emotions in this field, despitewidespread interest in the topic in other areas. The aim of this research was to study theemotional experiences of participants before and after simulation-based teaching andlearning activities. Data were collected from 238 participants using pre- and postquestionnaires and analysed using descriptive statistics, a paired samples t test, factoranalysis, Cronbach’s alpha, a linear regression analysis and k-means cluster analysis.Participants were clustered into engaged, neutral and anxious learners based on theiremotional profiles. The results showed that simulation-based learning invoked mainlypositive emotions, whereas negative emotions decreased to a slight degree during aneducational course. This study also revealed variables that may explain emotional variations.The article provides practical implications of the findings for simulation-based medicaleducation and higher education in general.Implications for practice or policy:• Positive emotions in simulation-based education can be promoted by challengingparticipants and providing activities at the appropriate level of difficulty.• Learners may benefit from individual guidance and support, reducing their anxiety andbuilding their sense of medical competence.• Being cognisant of emotional subgroups among participants can help tailor instructionfor individual learners.• Simulation-based education can be targeted to educate learners to cope with difficultemotions and how to seek help.
