The Effects of Task Demand and External Stimuli on Learner’s Stress Perception and Job Performance

Yee Mei Lim; Aladdin Ayesh; Martin Stacey; Li Peng Tan

doi:10.1007/978-981-10-4241-6_10

The Effects of Task Demand and External Stimuli on Learner’s Stress Perception and Job Performance

Yee Mei Lim^* (Corresponding Author), Aladdin Ayesh, Martin Stacey, Li Peng Tan^* (Corresponding Author)

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Over the past decades, research in affective learning has begun to take emotions into account, which advocates an education system that is sentient of learner’s cognitive and affective states, as learners’ performance could be affected by emotional factors. This exploratory research examines the impacts of mental arithmetic demand and external stimuli on learner’s stress perception and job performance. External stimuli include time pressure and displays of countdown timer and clock on an online assessment system. Experiments are conducted on five different groups of undergraduate students, with a total of 160 of them from a higher learning institution. The results show that the impacts are significant. Correlations between task demand, external stimuli, learner’s stress and job performance are also significant.

Original language	English
Title of host publication	Empowering 21st Century Learners Through Holistic and Enterprising Learning
Place of Publication	Singapore
Publisher	Springer
ISBN (Electronic)	978-981-10-4241-6
ISBN (Print)	978-981-10-4240-9
DOIs	https://doi.org/10.1007/978-981-10-4241-6_10
Publication status	Published - 9 Apr 2017
Externally published	Yes

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title = "The Effects of Task Demand and External Stimuli on Learner{\textquoteright}s Stress Perception and Job Performance",

abstract = "Over the past decades, research in affective learning has begun to take emotions into account, which advocates an education system that is sentient of learner{\textquoteright}s cognitive and affective states, as learners{\textquoteright} performance could be affected by emotional factors. This exploratory research examines the impacts of mental arithmetic demand and external stimuli on learner{\textquoteright}s stress perception and job performance. External stimuli include time pressure and displays of countdown timer and clock on an online assessment system. Experiments are conducted on five different groups of undergraduate students, with a total of 160 of them from a higher learning institution. The results show that the impacts are significant. Correlations between task demand, external stimuli, learner{\textquoteright}s stress and job performance are also significant.",

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AU - Stacey, Martin

AU - Tan, Li Peng

PY - 2017/4/9

Y1 - 2017/4/9

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AB - Over the past decades, research in affective learning has begun to take emotions into account, which advocates an education system that is sentient of learner’s cognitive and affective states, as learners’ performance could be affected by emotional factors. This exploratory research examines the impacts of mental arithmetic demand and external stimuli on learner’s stress perception and job performance. External stimuli include time pressure and displays of countdown timer and clock on an online assessment system. Experiments are conducted on five different groups of undergraduate students, with a total of 160 of them from a higher learning institution. The results show that the impacts are significant. Correlations between task demand, external stimuli, learner’s stress and job performance are also significant.

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ER -

The Effects of Task Demand and External Stimuli on Learner’s Stress Perception and Job Performance

Abstract

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