Teacher-led learning events are associated with more positive post-event emotional valence than individual events, particularly in the lecture-based implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teacher-led events were associated with more positive post-event emotional valence than individual events (within-student B = 0.49, 95% CI [0.03, 0.95]). → Hartikainen 2026 q3 i? The teacher-led advantage was moderated by teaching implementation: the within-student teacher-led × implementation interaction was negative (−1.31, 95% CI [−2.23, −0.38]), indicating the advantage was particularly pronounced in the lecture-based group. → Hartikainen 2026 (2)

Evidence¶

Hartikainen 2026¶

Hartikainen, S., Nokelainen, P., Puhakka, I., & Kangaslampi, R. (2026). Emotions in flipped and lecture-based math courses. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2026.102474

q3 · i? · associational · r2

Multilevel binomial logistic regression (Table 3, Model 3) on 546 learning events from 69 students, with individual learning as reference. The printed coefficient for the teacher-led vs. individual within-student predictor is "0.49 [0.03, 0.95]", a confidence interval excluding zero; no standardised effect size is printed.

"Teacher-led vs. individual learning (cwc) 0.49 [0.03, 0.95]"

Hartikainen 2026 (2)¶

Hartikainen, S., Nokelainen, P., Puhakka, I., & Kangaslampi, R. (2026). Emotions in flipped and lecture-based math courses. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2026.102474

q3 · i? · associational · r2

Table 3 Model 4i prints the within-student teacher-led × teaching implementation interaction (shown with a negative sign, ¡1.31, CI excluding zero), supporting the abstract's statement that the teacher-led advantage held "particularly in the lecture-based group". The omnibus learning-mode × implementation interaction is reported here rather than only pairwise contrasts.

"Teacher-led vs. ind. learning (cwc) × Teaching impl. ¡1.31 [ 2.23, 0.38]"

Discussion¶

Related Claims¶

• Teaching implementation (flipped vs. lecture-based) shows no significant main effect on post-event emotional valence — related
• Positive pre-event emotional valence predicts positive post-event emotional valence after learning events — related
• Lecture-based learning events show a clearer decline in EDA across within-event segments than flipped learning events — related
• Electrodermal activity during learning events shows no robust association with post-event emotional valence — related