- Lessons that implement microtasks can lead to a maintenance of positive attitudes about the course
- They can generally lead to a maintenance of attitudes related to self-confidence, with some slight negative effects

Affective Effects of Microtasks on Underperforming Students in Middle School/High School

- more self-efficacy and confidence in math skills 
- feeling toward math in general was higher, less adversity to the subject
- their confidence in being good at math increase through more cooperative supportive, and collaborative environments

affective benefits to microtasking in PLAS in math

Affective effects pertain to the emotional effects of microtaks on students. Specifically, they relate to their feelings of self-confidence and their attitudes towards a course.

Davidson College

While microtasking is more pertinent to work environments, it can be used in educational contexts to ameliorate students' performance. Teachers can implement microtasks into their curricula to help students who underperform compared to their peers.

Microtasking in an Educational Context

Watson, A., & De Geest, E. (2012). Learning coherent mathematics through sequences of microtasks: Making a difference for secondary learners. International Journal of Science and Mathematics Education, 10(1), 213-235.

Learning Coherent Mathematics Through Sequences of Microtasks: Making a Difference for Secondary Learners

Affective Effects of Microtasks in Education

Achievement effects refer to the performance of students in a subject. These are a result of teaching that implements microtasks. Achievement can be gauged through national tests.

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