Affective Didactic Models in Higher Education

Publication Type:

Journal Article


International Journal of Human Capital and Information Technology Professionals, Volume Volume 8 , Issue 4, p.50-66 (2017)


Affective Learning, Dropout Rates, eDidactic Models, Multimodal Assessment, Open and Online Learning


<p>In designing a course a teacher defines the educational goals, selects the teaching material and the</p>

<p>way of assessment and finally defines a didactic model. In this didactic model the teacher defines</p>

<p>his way of teaching taking into account the different ways of learning. Students starting an academic</p>

<p>study interact with the educational or teaching learning environment. Students define their own study</p>

<p>goals, they are supposed to have the right capabilities to finish the study successfully and are able</p>

<p>to set themselves into action. But an important driving force is the affective component. Successful</p>

<p>students like their study, enjoy their life at the university and interactions with fellow students but</p>

<p>are afraid to fail for exams, dislike the aloneness, angry at failing systems. In this paper, we present</p>

<p>well-known and new didactic models with special attention for affective components. We present</p>

<p>a system to assess the emotional state of students. The system has been tested using a management</p>

<p>game, where a crisis team composed of students reduce the negative impact of flooding in the city</p>

<p>of Prague. The results of the experiment are described in this paper.</p>