Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

Browse

Subject: search.filters.subject.Affect

Search Results

Now showing 1 - 8 of 8
  • Thumbnail Image
    Item
    Exploring mathematical wellbeing across cultures: insights from diverse students
    (Springer Nature, 2024-09-18) Hunter J; Hill JL
    Across many countries, including New Zealand, diverse groups including indigenous, migrant, and marginalised communities, are under-represented in mathematics, as evidenced by achievement disparities and disengagement from higher-level mathematics. Both research and policy have focused on developing equitable education outcomes for all students. A key aspect of this is wellbeing, including within mathematics classrooms, which includes identifying classroom environments that enable wellbeing. This study examines mathematical wellbeing (MWB) across different ethnicities and genders, with a case study focus on students from Pacific heritages. Analysing qualitative responses from over 12,000 diverse students revealed that positive relationships in the mathematics classroom were most commonly associated with students’ MWB. Accomplishment and cognitive factors, including mathematical accuracy, learning new things, and understanding, were also identified as important. Minor gender differences emerged, with female students emphasising mathematical understanding, accuracy, and relationships more than male students. The Pacific student case study highlighted the importance of both cognitive aspects (learning new things and understanding) and relationships (peer and teacher support), uncovering an alignment between cultural values and MWB. This study empirically confirms seven universal values supporting student MWB, previously identified in Australian and Chinese contexts, suggesting that teachers internationally may align pedagogical practices with these values to support most students’ MWB. However, the instrumental values serving these universal values appear culturally unique. This research contributes novel insights to the field by examining wellbeing with a subject-specific focus through student-generated responses, offering implications for developing more equitable and culturally inclusive mathematics classrooms.
  • Thumbnail Image
    Item
    Diverse Students’ Mathematical Wellbeing
    (Springer Nature, 2024-04-18) Hill JL; Hunter J
    Supporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general wellbeing rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, and disengagement in mathematics education, we argue for a more contextualised wellbeing approach. We define ‘mathematical wellbeing’ (MWB) as the fulfilment of values whilst learning mathematics accompanied by positive feelings (e.g., enjoyment) and functioning (e.g., engagement) in the discipline. We report on 3073 New Zealand Year Three to Eight students’ responses to a survey measuring their fulfilment of seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, positive emotions, and relationships. Students’ MWB was highest for relationships and perseverance and lowest for engagement and positive emotions; MWB declined from Years Three to Eight; females often rated higher MWB than males; school sociodemographic status was mostly not significant, whilst engagement and positive emotions differed across ethnicities. Research implications include understanding target areas to improve diverse students’ experiences and wellbeing in mathematics education.
  • Thumbnail Image
    Item
    Examining the mathematics education values of diverse groups of students
    (Taylor and Francis Group, 2023-03-19) Hill JL; Hunter J
    In recent years, there has been increasing interest in examining values in relation to mathematics education research. Our exploratory study examines the mathematics education values of culturally diverse middle school students in New Zealand. We investigated how student values differed across demographic variables including school, ethnicity, gender and grades. Students completed an online survey to indicate the importance of 14 different mathematics education values. The overall mean ratings for each of the 14 values determined the relative value importance across the sample. One-way ANOVA assessed demographic group differences. Findings showed that respect was rated as the most important value across all student groups. Students from Pacific nations placed significantly greater importance on accuracy, communication, family and recall compared to the other ethnicities. Female students emphasized family, practice, respect, risk-taking and utility more than males. We argue that to provide equitable mathematics classrooms that support wellbeing, we need to recognize what diverse student groups value and then transform pedagogy to align with and build from students’ values. This article provides a contribution by offering a way of understanding and highlighting similarities and differences in student values which impact on students’ learning experiences and wellbeing.
  • Thumbnail Image
    Item
    Affect, responsibility, and how modes of engagement shape the experience of videogames
    (Digital Games Research Association (DiGRA), 13/12/2015) Veale, KR
    When considering the elements that shape our experience of fiction, the line distinguishing the text itself from the processes we go through in negotiating that text is easy to miss. Even something as simple as knowing roughly how far through a book we are as we read will influence our experience of the story. If the same story is moved into a hypertext context that eliminates that physical awareness from the experience, then that changes our mode of engagement. Understanding how different modes of engagement shape our experiences of fiction will be helpful not just for the analysis of new media storytelling, but for understanding how we have already been telling stories for a very long time. What sets the experience of videogames apart from other forms of mediated storytelling is that the person playing the game can come to feel responsible for events and characters within a fictional world.
  • Thumbnail Image
    Item
    Capital, dialogue and community engagement - 'My Little Pony: Friendship is Magic' understood as an alternate reality game
    (Organization for Transformative Works, 15/09/2013) Veale KR
    The experience of engaging with the television show 'My Little Pony: Friendship Is Magic' is structurally and affectively analogous to the experience of an alternate reality game. The community presents multiple tiers of engagement in which individual contributions can be recognized; the creators of the show include material with the specific intent that it be taken up by the community but without any control of the way in which it is used, and material created by the community is folded into the text by the creators in a dialogue. The context of the cocreative dialogue that surrounds the show and its community is a good example of both what Paul Booth identifies as a digi-gratis economy and the forensic fandom used by Jason Mittell to understand community engagement and response to 'Lost.'
  • Thumbnail Image
    Item
    Friendship isn’t an emotion fucknuts: Manipulating affective materiality to shape the experience of Homestuck’s story
    (SAGE Publications, 20/06/2017) Veale KR
    Homestuck is a textual and experiential chameleon that manipulates its own structure to shape the audience’s affective experience of the story by mimicking not just the storytelling techniques of other media forms, but their modes of engagement as well. This article introduces terminology to illustrate how and why the online serial Homestuck qualifies as a distinctive form of storytelling. I introduce the term transmodal engagement to illustrate how Homestuck uses the affective, experiential affordances of different media forms to sculpt and shape the experience of the text in completely different ways to ‘transmedia’ storytelling. The second term this article introduces is metamedia storytelling, which describes how the audience’s familiarity with storytelling across multiple media forms can be used to manipulate their experience of fiction. Homestuck deploys metamedia storytelling to continually destabilise the reader’s understanding of the text and their investments in the storyworld by forcing re-evaluations of not just what is happening, but what kind of mediated relationship the readers have with the content of the story.
  • Thumbnail Image
    Item
    Gone home, and the power of affective nostalgia
    (Routledge Taylor & Francis Group, 9/08/2017) Veale KR
    Gone Home is a videogame that uses storytelling specific to the ‘affective materiality’ of its medium to produce a sense of responsibility for the player, reinforcing their affective investment in the storyworld. The game employs this affective materiality for political ends – to create empathy for the queer sister of its protagonist – by placing it within a recent but unsympathetic historical moment. Gone Home understands nostalgia as a way to recognise the positive and negative elements of the past, and then reflect on them in order to take action for a better future. It uses nostalgia in this mode to highlight the differences in how progressive the western world is in treating LGBTQIA+ youth: through their own decisions, the player gets to know two young women as they come to terms with their sexuality and identities against a backdrop that is even less welcoming to difference than today. The historical and political engagement of the videogame resonates with attempts by museums ‘to educate or otherwise influence how people understand and use the past to understand themselves and others’, through embracing the links between recollection, affect, emotion and empathy.
  • Thumbnail Image
    Item
    Interactive cinema is an oxymoron, but may not always be
    (Game Studies, 30/09/2012) Veale KR
    "Interactive Cinema" is a term that has been associated with videogames within historical media discourse, particularly since the early nineties due to the proliferation of CD-ROM technology. It is also a fundamental misnomer, since the processes of experiential engagement presented by the textual structures of videogames and cinema are mutually exclusive. The experience of cinematic texts is defined, in part, by the audience's lack of ability to alter events unfolding within the film's diegesis. In comparison, the experience of videogames is tied inextricably to the player's investment and involvement within the game's textual diegesis, and within a Heideggerian world-of-concern. However, there has been a recent development that suggests a bridge between these two structures: texts which are less defined by their ludic qualities than by a set structure - but where the affective qualities of the experience rely entirely on the direct involvement of the person engaging with the text. These are a storytelling form which are neither "played" or "watched," and it may be that "interactive cinema" is an appropriate way of conceptualising these experiences.