Lönngren, J; Bellocchi, A; Bøgelund, P; Direito, I; Huff, J; Mohd-Yusof, K; Murzi, H; Lönngren, J; Bellocchi, A; Bøgelund, P; Direito, I; Huff, J; Mohd-Yusof, K; Murzi, H; Tormey, R; - view fewer (2021) Emotions in Engineering Education: Preliminary Results from a Scoping Review. In: 9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference, REES AAEE 2021: Engineering Education Research Capability Development. (pp. pp. 641-650). Research in Enineering Education Network (REEN): Perth, Australia.

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Abstract

CONTEXT There is today a broad consensus that emotions influence all forms of teaching and learning, and scholarship on Emotions in Engineering Education (EEE) is an emerging and rapidly growing field. However, this nascent research is currently very dispersed and not well consolidated. There is also a lack of knowledge about the state of the art, strengths, and limitations of the existing literature in the field, gaps, and future avenues for research. PURPOSE We have conducted a scoping review of EEE research, aiming to provide a first overview of the EEE scholarship landscape. We report here on preliminary findings related to (1) the status of the field, (2) geographical representation of authors, and (3) emerging hot spots and blind spots in terms of research approaches, contexts, and topics. METHODS The scoping review is part of a larger, systematic review of the EEE literature. Using an inclusive search strategy, we retrieved 2,175 items mentioning emotions and engineering education, including common synonyms. Through abstract screening and full text sifting, we identified 184 items that significantly focus on engineering education and emotion. From these items, we extracted and synthesized basic quantitative and qualitative information on publication outlets, author origins, keywords, research approaches, and research contexts. PRELIMINARY RESULTS Surprised by the large number of EEE publications, we found that EEE is a rapidly expanding, but internationally dispersed field. Preliminary results also suggest a dominance of research on higher education, often exploring students' academic emotions or emotional competences. Research on emotional intelligence and anxiety is particularly common while studies focusing on cultural and sociological aspects of EEE are largely absent. CONCLUSIONS The EEE literature is expanding exponentially. However, the field is not well consolidated, and many blind spots remain to be explored in terms of research approaches, contexts, and foci. To accelerate the development of the field, we invite current and prospective EEE researchers to join our emerging, international community of EEE researchers.

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