{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/104069"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/104069","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"On Affective States in Computational Cognitive Practice through Visual and Musical Modalities","abstract":"Learners' affective states correlate with learning outcomes. A key aspect of instructional design is the choice of modalities by which learners interact with instructional content. The existing literature focuses on quantifying learning outcomes without quantifying learners' affective states during instructional activities. An investigation of how learners feel during instructional activities will inform the instructional systems design methodology of a method for quantifying the effects of individually available modalities on learners' affect. The objective of this dissertation is to investigate the relationship between affective states and learning modalities of instructional computing. During an instructional activity, learners' enjoyment, excitement, and motivation are measured before and after a computing activity offered in three distinct modalities. The modalities concentrate on visual and musical computing for the practice of computational thinking. An affective model for the practice of computational thinking through musical expression was developed and validated. This dissertation begins with a literature review of relevant theories on embodied cognition, learning, and affective states. It continues with designing and fabricating a prototype instructional apparatus and its virtual simulation as a web service, both for the practice of computational thinking through musical expression, and concludes with a study investigating participants' affective states before and after four distinct online computing activities. This dissertation builds on and contributes to extant literature by validating an affective model for computational thinking practice through self-expression. It also proposes a nomological network for the construct of computational thinking for future exploration of the construct, and develops a method for the assessment of instructional activities based on predefined levels of skill and knowledge.","abstract_html":"Learners' affective states correlate with learning outcomes. A key aspect of instructional design is the choice of modalities by which learners interact with instructional content. The existing literature focuses on quantifying learning outcomes without quantifying learners' affective states during instructional activities. An investigation of how learners feel during instructional activities will inform the instructional systems design methodology of a method for quantifying the effects of individually available modalities on learners' affect. The objective of this dissertation is to investigate the relationship between affective states and learning modalities of instructional computing. During an instructional activity, learners' enjoyment, excitement, and motivation are measured before and after a computing activity offered in three distinct modalities. The modalities concentrate on visual and musical computing for the practice of computational thinking. An affective model for the practice of computational thinking through musical expression was developed and validated. This dissertation begins with a literature review of relevant theories on embodied cognition, learning, and affective states. It continues with designing and fabricating a prototype instructional apparatus and its virtual simulation as a web service, both for the practice of computational thinking through musical expression, and concludes with a study investigating participants' affective states before and after four distinct online computing activities. This dissertation builds on and contributes to extant literature by validating an affective model for computational thinking practice through self-expression. It also proposes a nomological network for the construct of computational thinking for future exploration of the construct, and develops a method for the assessment of instructional activities based on predefined levels of skill and knowledge.","abstract_has_math":false,"creators":["Tsoukalas, Kyriakos"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Individual Interdisciplinary PhD","degree_department":"Individual Interdisciplinary PHD","school":null,"contributors":[],"advisors":[],"committee_chairs":["Bukvic, Ivica Ico"],"committee_members":["Carlson, Kevin D.","Knapp, Richard Benjamin","Ivory, Adrienne Holz"],"year":2021,"date_issued":"2021-06-29","date_published":"2021-06-29","updated_at":"2026-07-22T22:19:27Z","subjects":["Affective States","Musical Computing","Multimodal Interaction","Computational Thinking"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:31747"],"render_values":[{"text":"vt_gsexam:31747","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/104069","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Bukvic, Ivica Ico"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Carlson, Kevin D.","Knapp, Richard Benjamin","Ivory, Adrienne Holz"]},{"key":"dc:contributor.department","label":"Department","values":["Individual Interdisciplinary PHD"]},{"key":"dc:creator","label":"Author","values":["Tsoukalas, Kyriakos"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-07-01T08:01:23Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-01T08:01:23Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-06-29"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Individual Interdisciplinary PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Affective States","Musical Computing","Multimodal Interaction","Computational Thinking"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:31747"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/104069"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Learners' affective states correlate with learning outcomes. A key aspect of instructional design is the choice of modalities by which learners interact with instructional content. The existing literature focuses on quantifying learning outcomes without quantifying learners' affective states during instructional activities. An investigation of how learners feel during instructional activities will inform the instructional systems design methodology of a method for quantifying the effects of individually available modalities on learners' affect. The objective of this dissertation is to investigate the relationship between affective states and learning modalities of instructional computing. During an instructional activity, learners' enjoyment, excitement, and motivation are measured before and after a computing activity offered in three distinct modalities. The modalities concentrate on visual and musical computing for the practice of computational thinking. An affective model for the practice of computational thinking through musical expression was developed and validated. This dissertation begins with a literature review of relevant theories on embodied cognition, learning, and affective states. It continues with designing and fabricating a prototype instructional apparatus and its virtual simulation as a web service, both for the practice of computational thinking through musical expression, and concludes with a study investigating participants' affective states before and after four distinct online computing activities. This dissertation builds on and contributes to extant literature by validating an affective model for computational thinking practice through self-expression. It also proposes a nomological network for the construct of computational thinking for future exploration of the construct, and develops a method for the assessment of instructional activities based on predefined levels of skill and knowledge."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["This dissertation investigates the role of learners' affect during instructional activities of visual and musical computing. More specifically, learners' enjoyment, excitement, and motivation are measured before and after a computing activity offered in four distinct ways. The computing activities are based on a prototype instructional apparatus, which was designed and fabricated for the practice of computational thinking. A study was performed using a virtual simulation accessible via internet browser. The study suggests that maintaining enjoyment during instructional activities is a more direct path to academic motivation than excitement."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["On Affective States in Computational Cognitive Practice through Visual and Musical Modalities"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Bukvic, Ivica Ico"],"dc:contributor.committeemember":["Carlson, Kevin D.","Knapp, Richard Benjamin","Ivory, Adrienne Holz"],"dc:contributor.department":["Individual Interdisciplinary PHD"],"dc:creator":["Tsoukalas, Kyriakos"],"dc:date.accessioned":["2021-07-01T08:01:23Z"],"dc:date.available":["2021-07-01T08:01:23Z"],"dc:date.issued":["2021-06-29"],"dc:description.abstract":["Learners' affective states correlate with learning outcomes. 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It also proposes a nomological network for the construct of computational thinking for future exploration of the construct, and develops a method for the assessment of instructional activities based on predefined levels of skill and knowledge."],"dc:description.abstractgeneral":["This dissertation investigates the role of learners' affect during instructional activities of visual and musical computing. More specifically, learners' enjoyment, excitement, and motivation are measured before and after a computing activity offered in four distinct ways. The computing activities are based on a prototype instructional apparatus, which was designed and fabricated for the practice of computational thinking. A study was performed using a virtual simulation accessible via internet browser. The study suggests that maintaining enjoyment during instructional activities is a more direct path to academic motivation than excitement."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:31747"],"dc:identifier.uri":["http://hdl.handle.net/10919/104069"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Affective States","Musical Computing","Multimodal Interaction","Computational Thinking"],"dc:title":["On Affective States in Computational Cognitive Practice through Visual and Musical Modalities"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Individual Interdisciplinary PhD"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:27Z"}