Emotional aspects in teaching and learning processes receive significant attention in academic literature. Recent studies have shown that sense of belonging and emotional engagement are key factors in improving student performance and fostering meaningful learning experiences [1]. Higher education has adopted pedagogical strategies designed to strengthen emotional bonds between students, instructors, and course content, creating more collaborative and productive environments. For instance, Northey et al. (2017) explored real-time collaborative learning and its impact on academic engagement and performance, emphasizing the role of technological tools in strengthening emotional connections [2]. Zumbrunn et al. (2014) emphasize that belonging serves as a mediator between classroom support, motivation, and academic performance [3]. Yi et al. (2024) highlight how belonging, academic self-efficacy, and emotional resilience influence engagement and performance, even in online learning environments [4]. In engineering education, Nerona (2019) found that collaborative learning significantly improves academic performance by promoting social interaction and teamwork [5]. Lönngren et al. (2024) explore how emotions play a central role in engineering education, highlighting the need for pedagogical strategies that integrate emotional elements to enhance learning [6]. Furthermore, Miesner and Schallert (2024) underscore how instructor actions and perceived connectedness can increase interest in engineering courses [7].
Aligned with these findings, this study examines how changes to the so-called “class grade” assessment criteria can promote emotional engagement and a sense of group belonging, ultimately improving academic outcomes. The study specifically focuses on the third-year Heat Transfer course in the Industrial Technologies Engineering program at the Universidad Politécnica de Madrid. This course is organized in five teaching groups that follow the same curriculum, coordinated to ensure consistent assessment across groups. Students may choose continuous assessment or a final exam. In continuous assessment, students complete jointly designed evaluations, graded collectively. Additionally, each instructor awards a “class grade” worth 10% of the final mark based on personalized criteria. Traditionally, this grade has reflected homework performance and attendance on randomly selected days. However, for this work, new criteria were introduced in one group that not only created opportunities for students to score points but also fostered an inclusive environment where they felt heard, valued, and emotionally connected to the subject. This work analyses the impact of these new criteria on academic outcomes and the overall teaching-learning environment.
Emotional aspects in teaching and learning processes receive significant attention in academic literature. Recent studies have shown that sense of belonging and emotional engagement are key factors in improving student performance and fostering meaningful learning experiences [1]. Higher education has adopted pedagogical strategies designed to strengthen emotional bonds between students, instructors, and course content, creating more collaborative and productive environments. For instance, Northey et al. (2017) explored real-time collaborative learning and its impact on academic engagement and performance, emphasizing the role of technological tools in strengthening emotional connections [2]. Zumbrunn et al. (2014) emphasize that belonging serves as a mediator between classroom support, motivation, and academic performance [3]. Yi et al. (2024) highlight how belonging, academic self-efficacy, and emotional resilience influence engagement and performance, even in online learning environments [4]. In engineering education, Nerona (2019) found that collaborative learning significantly improves academic performance by promoting social interaction and teamwork [5]. Lönngren et al. (2024) explore how emotions play a central role in engineering education, highlighting the need for pedagogical strategies that integrate emotional elements to enhance learning [6]. Furthermore, Miesner and Schallert (2024) underscore how instructor actions and perceived connectedness can increase interest in engineering courses [7].
Aligned with these findings, this study examines how changes to the so-called “class grade” assessment criteria can promote emotional engagement and a sense of group belonging, ultimately improving academic outcomes. The study specifically focuses on the third-year Heat Transfer course in the Industrial Technologies Engineering program at the Universidad Politécnica de Madrid. This course is organized in five teaching groups that follow the same curriculum, coordinated to ensure consistent assessment across groups. Students may choose continuous assessment or a final exam. In continuous assessment, students complete jointly designed evaluations, graded collectively. Additionally, each instructor awards a “class grade” worth 10% of the final mark based on personalized criteria. Traditionally, this grade has reflected homework performance and attendance on randomly selected days. However, for this work, new criteria were introduced in one group that not only created opportunities for students to score points but also fostered an inclusive environment where they felt heard, valued, and emotionally connected to the subject. This work analyses the impact of these new criteria on academic outcomes and the overall teaching-learning environment. Read More
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