Emotional and user-experience factors influencing student performance: A case study of first-year online computer programming assignments.
This study investigates the interplay between achievement emotions, user experience, and academic performance of online university assignments. Drawing on Pekrun's Control-Value Theory (CVT), User Experience Theory (UXT), Self-Determination Theory (SDT), Cognitive Load Theory (CLT), and Expectancy-V...
| Publicado en: | South African Journal of Higher Education Vol. 40; no. 4; pp. 45 - 64 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Sabinet Online Limited
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=196451981&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 196451981 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: Aug2026 vid: 40 iid: 4 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 196451981 10.20853/40-4-6990 ppf: 45 ppct: 19 formats: tig: atl: Emotional and user-experience factors influencing student performance: A case study of first-year online computer programming assignments. aug: au: Bhaw, N. Kriek, J. le Roux, P. affil: Department of Physics, UNISA, Pretoria, South Africa Department of Physics, UNISA Pretoria, South Africa Department of Computer Science, UNISA Pretoria, South Africa su: Academic achievement User experience Online education College freshmen Intrinsic motivation Cognitive load Computer programming education sug: subj: Academic achievement User experience Online education College freshmen Intrinsic motivation Cognitive load Computer programming education keyword: Achievement Emotions Theory (AET) Assessment Emotions Questionnaire (AEQ) Cognitive Load Theory (CLT) Control-Value Theory (CVT) Expectancy-Value Theory (EVT) Self-Determination Theory (SDT) User Experience (UX) Theory ab: This study investigates the interplay between achievement emotions, user experience, and academic performance of online university assignments. Drawing on Pekrun's Control-Value Theory (CVT), User Experience Theory (UXT), Self-Determination Theory (SDT), Cognitive Load Theory (CLT), and Expectancy-Value Theory (EVT), the research explores how these factors impact first-year students' engagement and performance in a computer programming module. The sample comprised 350 responses across three assignments, with 30 responses for Assignment 1, 292 for Assignment 2, and 27 for Assignment 3. Achievement emotions were assessed using the Achievement Emotions Questionnaire (AEQ) across eight scales: enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The User Experience Questionnaire (UX) evaluated user experience across four scales: ease of use, interest, alignment, and appeal. Additionally, academic performance was measured as a percentage. Descriptive statistics revealed the prevalence of both positive and negative emotions, as well as varied user experiences. Correlation analysis indicated significant relationships between positive emotions (enjoyment, hope, pride) and higher academic performance, while negative emotions (anger, anxiety, hopelessness) were negatively correlated with performance. Positive user experiences (ease of use, interest, alignment, appeal) were also positively correlated with academic success. Reliability analysis examined the extent to which achievement emotions and user experiences significantly predict academic performance. Recommendations for educators are to create assignments that minimise cognitive load, maximise positive user experiences, and support students' intrinsic motivations. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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