Effect on Learning of Emotions Experienced by Computer Science Students During Team Projects

Duration: May 2023 – December 2024
Status: Completed
Educational Level: Tertiary Level
Topic: Artificial Intelligence AI, Digital Tools
Keywords: Team-based Learning, Social Emotions, Emotion Measurement, Power Dynamics and Identity

Initial Situation

Team-based projects present unique challenges and learning opportunities for students. For teams to function effectively and facilitate learning, students must possess a baseline level of positive social emotions, such as liking, warmth, and compassion (Tormey, 2021). Within project teams, students should be able to engage in constructive challenges, which can elicit positive emotions like interest and negative emotions like anger or disdain. Creating a safe environment where mistakes are tolerated without severe consequences fosters learning. Power dynamics within teams also evoke emotional responses, including anger, disdain, awe, or admiration, and these emotions may intersect with social identities like gender or ethnicity. Indeed, engineering education often upholds masculinity norms such as individual competitiveness and emotional stoicism. These norms affect team dynamics and students’ satisfaction with learning experiences in team projects.

Objectives

This study explores how social emotions experienced by computer science students, in conjunction with their (re)construction of masculinities, affect their satisfaction with learning experiences during team projects.

Method

Semi-structured interviews were conducted with 34 students engaged in team projects at two Swiss technical universities. Each participant was interviewed twice: once at the beginning and once at the end of the project. We asked about their emotions, the reasons behind them, and their satisfaction with learning experiences during the project. Data were analyzed using reflexive thematic analysis.

Results

Two main themes were generated:

1. Hegemonic Masculinities describe patterns where students reinforced masculinity norms (i.e., competitiveness, prioritizing performance over social connections, and suppressing emotions to appear competent), which often led to decreased satisfaction with their learning experiences;
2. Counterhegemonic Practices refer to instances where participants challenged these norms by promoting collaboration, sharing emotions, and providing mutual support. These practices enhanced satisfaction with learning experiences by fostering more inclusive and supportive team environments.

Implemented Translation

The project has not yet been implemented, but we propose its application in university-level engineering education. Reflective spaces should be integrated into team projects, allowing students to critically examine how hegemonic masculinities affect collaboration and learning. Teaching assistants, guided by the 3 T PLAY framework, could model inclusive behaviors, facilitate dialogue, and support transversal skill development. Educators may further use structured reflection, incentives, and teacher-led modeling to strengthen equity and teamwork. Future steps include piloting these practices with engineering faculties and training teaching staff to embed them sustainably into curricula.

Participating Institutions