The phrase "affective learning" is correct and usable in written English.
It can be used in educational contexts to refer to the emotional aspects of learning, such as attitudes, motivations, and values.
Example: "Incorporating affective learning strategies can enhance student engagement and foster a positive classroom environment."
Alternatives: "emotional learning" or "feelings-based learning".
Significant differences were obtained in perceived learning between the two groups with students using the interactive e-textbook having higher perceived cognitive and affective learning scores than those using the static PDF e-textbook.
In addition to thinking about students' cognitive work in class, participants showed knowledge of the role of affective learning as they evaluated active-learning lessons.
The results are interpreted to suggest the presence of modulated affective learning to the target concurrent with simple affective learning to the feature.
Finally, little attention is paid to instructional activities that foster an affective learning climate.
We found that affective learning enables knowing and increases the reliability of knowledge in such conditions.
Two experiments assessed whether human affective learning is sensitive to occasion setting.
Instructional objectives for young learners (elementary and junior secondary), for example, include not only language knowledge and skills but also affective attitudes, learning strategies, and cultural awareness (Cheng and Dan 2012).
In addition, the vermis is also connected with brain sites that are associated with affective and learning processes, like BLA and hippocampus [5], [6], [55].
As a template for others to generate next generation DNA sequencing courses, here we describe the ecological metagenomics course, results of student affective surveys, learning outcomes, data quality, and initial findings of the first marine mammal genome sequenced and annotated by undergraduate students.
Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively.
They participated in a 20-week intervention involving guided meditation and cognitive-affective-behavioral learning.
