Immediate and delayed effects of interest cues and engagement cues on students' affective learning

Abstract

This experiment tested the effects of teacher immediacy, use of organizational lecture cues, and stuaent notetaking on students’ affective learning both immediately and one week after viewing an experimentally manipulated lecture. Results of the experiment suggested that teacher immediacy had the greatest effect on student affect and that this effect was stable over time. Additionally, an interaction was detected where students viewing the lectures with high immediacy but without organizational cues had sharper declines in affect than students viewing the high immediacy/with cues lectures.

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