Learning dispositif & emotional attachment data

Published: 03-07-2020| Version 1 | DOI: 10.17632/fh95p4x8gv.1
Simon Huston,
Elena Huston,
Marek Kozlowski


This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of student cohorts. In 2017 and 2018, the research collected over 150 student responses and used a range of statistical techniques to answer 3 RQ: 1. RQ1: Does LD influence LS? LD is insignificant (H-LD0) for LS vs. the alternative hypothesis that cohort LS varies (H-LD1). 2. RQ2: Do EAs significantly influence learning success? EA is insignificant for learning success (H-EA0) vs. the alternative that EA is significant (H-EA1). 3. RQ3: What are EA’s main constituents? It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Later, the research enriched this quantitative analysis with qualitative analysis of open-ended survey questions and expert interviews to illuminate the role and limitations of emotional attachment as part of the nurturing pillar for learning. LD-EA data was first made available at doi: 10.17632/kj92pxtvmv.1