Abstract:

Digitization affects vocational education and training (VET) in two ways: on the one hand, vocational training is expected to develop competencies that enable students to cope with the demands of a digitized world of work; on the other hand, VET institutions are required to use digital media and formats for authentic learning and diagnostic processes. Digital media elements can ensure a representation of authentic and complex vocational situations for diagnostic processes (Hollmann et al., 2021) (e.g. video elements that introduce tasks; authentic materials such as commercial correspondence and e-mail, typical software such as Excel). Nevertheless, little is known about the impact of digital authentic and complex tasks in VET, e.g., on emotions, motivation, cognitive load.

The handling of authentic and complex digital tasks in professional learning and diagnostic processes demands cognitive efforts that are interrelated with emotions (see ICALM; Plass & Kaplan, 2016). Research findings from general education learning contexts show that emotions can be generated in digital learning and task environments (e.g., through design), which in turn influence motivational and cognitive processing processes. Emotions can be assessed in digital task environments by the subjective appraisal of the task value and the experience of control during work on task (see Control-Value-Theory; Pekrun, 2006). In particular, the perceived ability to master a digital complex task and the associated expectation of success or failure can trigger emotions. Findings show that prior knowledge as well as experience with or even affinity for technology influence emotions in digital tasks (Loderer, Pekrun & Lester, 2018). However, to date it remains questionable which emotions are elicited by digital authentic and complex vocational tasks and how variance in emotional states can be explained by individual characteristics and learning experiences (e.g. at the learning locations of vocational training).

In our study, digital authentic and complex vocational tasks for commercial apprentices were designed within a training for commercial examination staff. These tasks were tested with a sample of commercial apprentices (N=1416). After solving a task, apprentices were asked about their emotions during their work on these tasks using the PANA scale (Breyer & Blümke, 2016). Our study addresses the research question to what extent differences in emotions as a result of work on digital complex and authentic vocational tasks can be explained by the extent of experiences with complex tasks in vocational school and workplace learning opportunities as well as by trainees' digital competencies. Structural equation modeling will be used to examine the relationship between experiences from workplace and vocational school learning opportunities and digital competencies on emotions. Statistical analyses are currently being conducted. Initial findings point in particular to significant, positive influences of vocational school learning opportunities, technology affinity and the perceived digital competencies on positive emotions in digital complex and authentic vocational tasks of the commercial apprentices. The results will be discussed with regard to support perspectives for vocational training in digital examinations.

Keywords:

Emotions, complex vocational tasks, authentic learning and diagnostic processes, vocational education and training (VET).