FEASP

Definition

• The F(ear)E(nvy)A(nger)S(ympathy)P(leasure)-approach for designing positive feeling instruction postulates that the instructional designer has to analyze emotional problems before and during instruction (Astleitner, 2000: 175).

See also motivation and related models like ARCS

The FEASP model

• According to Astleitner (2000: 175): << There are five basic categories of emotional conditions that the instructional designer must understand and use in order to produce instruction which is emotionally sound, " Fear" refers to a negative feeling arising from subjectively judging a situation as threatening or dangerous. "Envy" is a negative feeling resulting from the desire to get something that is possessed by others or not to lose something that one is possessing. "Anger" refers to a negative feeling coming from being hindered to reach a desired goal and being forced to an additional action. "Sympathy" is a positive feeling referring to an experience of feelings and orientations of other people who are in the need of help. "Pleasure" is a positive feeling based on mastering a situation with a deep devotion to an action. >>

Accordingly, Fear, envy, and anger should be reduced during instruction, sympathy and pleasure should be increased. Astleitner et al. developed a series of general instructional strategies that you can find here:

 http://www.sbg.ac.at/erz/feasp/overview.htm

[Note: I should ask permission to reproduce this]

References

• Astleitner, Hermann, Designing Emotionally Sound Instruction (2000): The FEASP-Approach, Instructional Science 28 (3): 169-198, May 2000 [ http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1023/A:1003893915778]

• Astleitner, Hermann, Designing Emotionally Sound Instruction: The FEASP-Approach, (open online version, published in: Instructional Science, 2000, Vol. 28, No. 3, pp. 169-198 [1]

• Astleitner, Hermann and Detlev Leutner (2000), Designing Instructional Technology from an Emotional Perspective, RTE, Volume 32, Number 4, Summer 2000.

• J. Keller, Motivational Design of Instruction, in C. Reigeluth (ed.), Instructional Design Theories and Models, Erlbaum, Hillsdale, New Jersey, pp. 383-434, 1983.