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We report two intervention studies conducted in 2020 during the Covid-19 epidemic, which explored different ways of sharing task-related emotions with peers and teachers, and evaluated the impact upon a total of 28 students’ (aged 13-16) DBL experiences. Here we investigate the social sharing of emotions in the DBL context and explore how such behavior affects students’ DBL experiences that might help emotional regulation and team cooperation. Research into the role of emotions in Design-Based Learning (DBL) is growing, but little attention has been paid to the regulation of students’ emotional resources to support their DBL experiences. Our analysis highlights the variability in how different DBL activities can be associated with different emotions.
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multitasking), and collaboration strategy (individual or group). This model provides a fine-grained description of DBL activity as continuous along three dimensions: task (design thinking process, project management, social interaction) task strategy (single-tasking vs. Derived from reported empirical evidence in the present study, this paper furtherly proposes an Activity-and-Affect model of DBL. Second, this paper identifies specific types of activities that have a significant positive or negative relationship with students’ emotional experiences. First, this paper reveals detailed inspection regarding the types of task students performed, the strategies of shifting, and executing tasks during the process student experienced. The research outcomes in this study are multiple. This study used a mixed research method and collected multiple data sources, including experience sampling surveys, classroom observations, and interviews. Therefore, we report a three-month field study of a DBL project involving 30 middle school students (aged 13–14) addressing dual research purposes: (1) to faithfully reconstruct the manner and sequence of activities during DBL from a fine-grained perspective and (2) to examine the relationship between these activities and students’ emotional experience. As yet, little is known regarding how specific DBL activities influence students’ emotional experience. Research on emotions in Design-Based Learning (DBL) has so far been coarse-grained examining how students evaluate their overall feelings towards the DBL project. Emotions, in turn, greatly influence students’ learning process and engagement.
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Educational settings are emotional places where students experience diverse emotions in relation to academic activities and their outcomes.