Learning and Emotional Outcomes after the Application of Invention Activities in a Sample of University Students

Eduardo González-Cabañes, Trinidad García, Celestino Rodríguez, Marcelino Cuesta and José Carlos Núñez
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Eduardo González-Cabañes: Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
Trinidad García: Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
Celestino Rodríguez: Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
Marcelino Cuesta: Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
José Carlos Núñez: Department of Psychology, University of Oviedo, 33003 Oviedo, Spain

Sustainability, 2020, vol. 12, issue 18, 1-17

Abstract: Invention activities can promote reflective learning processes. However, their inclusion in educational practice can generate doubts because they take up time that can otherwise be invested in explaining content, and because some students might experience frustration and anxiety while trying to solve them. This study experimentally evaluated the efficacy of invention activities in a university statistics class, considering both emotions (self-reported) and learning achieved. In total, 43 students were randomly assigned to either (a) inventing variability measures before receiving instruction about the topic of statistical variability, or (b) completing a similar problem-solving activity, but only after they had received guidance with a worked example concerning the target concepts. Students in the first condition acquired greater conceptual knowledge, which is an indicator of deep learning. The emotions experienced during the learning activities were similar in both learning conditions. However, it was notable that enjoyment during the invention phase of the invention condition was strongly associated with higher achievement. Invention activities are a promising educational strategy that require students to play an active role, and can promote deep learning. This study also provides implementation guidelines for teachers while discussing the possibilities offered by new technologies.

Keywords: inventing to prepare for future learning; productive failure; reflective thinking; self-regulated learning; innovations for flipped classroom; transfer (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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