Attitudinal Learning Research Articles

Exploring The Factors Influencing Learners’ Attitudes and Engagement Towards Learning Outcomes in Araling PanlipunanAmong Grade 10 Learners

his study aimed to discern the factors influencing attitudes and engagement towards learning Araling Panlipunan in terms of instructional methods, classroom environment, the difficulty of the subject, teachers' behavior, learning resources, teaching competency, learning style, and integration of technology. Moreover, it also determined the level of the learning outcomes in Araling Panlipunan as cognitive, behavioral, and attitudinal. The study utilized a descriptive research design to collect quantifiable information that can be used to make statistical inferences about the target audience through data analysis. Stratified Random Sampling was used to identify 127 grade 10 learners from San Isidro Integrated National Highschool in the Schools Division of Lipa City. The data were gathered using a survey questionnaire which was validated with the help of the experts.
 Findings revealed that there is a significant relationship between instructional methods and the learning outcomes in Araling Panlipunan as to Cognitive, Behavioral, and Attitudinal. The classroom environment was found to have highly significant relationships with cognitive, behavioral, and attitudinal learning outcomes in Araling Panlipunan. The difficulty of the subject has a highly significant relationship with cognitive and attitudinal learning outcomes. As for teacher behavior, highly significant relationships were recognized about cognitive, behavioral, and attitudinal Learning Outcomes in Araling Panlipunan. However, after all the data was gathered and calculated, the result revealed that there is no significant relationship between the Difficulty of the Subject and Behavioral Learning Outcomes in Araling Panlipunan.

The effectiveness of LMOOCs on participants’ attitudinal learning

This study investigated participants’ perceived attitudinal learning in language massive open online courses (LMOOCs). A mixed-method design was used to evaluate the attitudinal learning outcomes of 151 participants who completed the attitudinal learning questionnaire at the middle and end of the course, as well as 10 participants who participated in interviews. The questionnaire was used to measure four areas of attitudinal learning: cognitive, affective, behavioural and social. Results showed that participants perceived positive learning outcomes in cognitive learning, behavioural learning and social learning, providing insights into evidence that an LMOOC can be a useful tool to support positive attitudinal learning toward learning Chinese language and culture. Special attention should be paid to designing and facilitating LMOOCs in various contexts to further understand language learners and their attitudes.

Student Attitudes Toward Digital Badges for Instructional Design Competency-Based Education

This case study examines the self-reported attitudes of graduate students in an online instructional design master’s program regarding its use of digital badges to track and record students’ required professional competencies. The study sought to evaluate student attitudes towards the program and its use of badges. All enrolled students, approximately 300, were asked to complete a course improvement survey that included the Attitudinal Learning Inventory which measured their perceptions of how their attitudes changed toward the use of digital badges for competency-based education and what aspect of the course most impacted their attitudes. 211 students responded to the course improvement survey. 14 students, ranging from those who had completed the program to those who had only completed a single semester were also interviewed to gather richer data detailing their positive and negative experiences with demonstrating competence through the digital badge process. Results indicated that the students had positive attitudes regarding the use of digital badges across all components of their attitudes-cognitive, affective, behavioral, and social. Participants noted how the badges helped their learning and motivation while also identifying aspects of the program that worked best for them and areas which could be improved. Implications are that digital badges for tracking competencies can improve learning and motivation, but the implementation benefits from significant planning and process revision.

The role of emotions in educational processes: the conceptions of teacher educators.

The research shows that a very important part of initial teacher education is to reformulate the beliefs that student teachers bring with them from their school experience. These beliefs, which are intuitive in nature, deal with different educational topics and one area that is currently of great importance, due to the emotional turn that the educational system is experiencing, are the beliefs that student teachers hold about the role of emotions in educational processes. In a world full of views that portray emotions as discrete states that are separate from cognitive processes, it is a priority for initial teacher development to train future teachers to hold conceptions that consider the deep emotional-cognitive integration that exists in the human brain. At the same time, this process requires teacher educators (hereafter referred to as TEs) who hold conceptions on this topic that are aligned with the most current scientific knowledge on the subject. However, we do not know how the conceptions that TEs maintain on this topic are, since, until now, research on conceptions has focused on other types of educational topics. Considering the foregoing, this study aimed to evaluate the conceptions that TEs have on this topic, using a questionnaire of dilemmas that was applied to 68 TEs from different universities. The results obtained show that the TEs maintain perspectives on the role of emotions in the teaching and learning processes that oscillate between dualism and emotional-cognitive integration. In addition, it was found that TEs' perspectives tend to be more integrative when considering attitudinal learning than when considering verbal learning. Finally, the study shows that maintaining integrative perspectives is more difficult when educational situations involve emotions of positive valence that may constitute an obstacle for teaching and learning. The results are discussed, and a series of reflections are elaborated in order to analyze to what extent the beliefs held by TEs are adequate as a cognitive basis for reformulating the conceptions held by student teachers on this issue.

An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning

What situational contexts constructed by learning content or environments may facilitate learners' epistemic curiosity is a noteworthy issue for contemporary education. Besides, the importance of narrative design in pedagogical immersive virtual reality (IVR) applications has been highlighted. This study hence proposed an epistemic curiosity-evoking approach to integrate into an IVR learning system for narrative reading. Through the quantitative data collection from 72 post-secondary students, their user experience and learning experience (i.e., epistemic curiosity, transportation, and attitudinal learning) when engaging in the IVR narrative reading activity were explored. This study also proposed the transportation-imagery immersive learning model (TIILM) to analyze the interaction among the variables of learning experience by a series of PLS-SEM analyses. The results showed that the development of the IVR learning system with the epistemic curiosity-evoking approaches can provide students with a favorable user experience. The positive effects of the instructional approaches exploited in the virtual environments on the students’ learning experiences were also found, particularly for the benefits of cognitive perceptions. The hedonic experiences were found to play a more important role in learning experiences than the pragmatic experiences did. The narrative transportation was verified as a mediator which interfered with the relationship between triggered epistemic curiosity (driver) and cognitive attitudinal learning (consequence). The examination of TIILM contributes to identifying a cognitive research path in the structural relationships among epistemic curiosity, transportation, and attitudinal learning, particularly for IVR-related learning research. Theoretical and practical implications of this study are also addressed.

A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile

The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the "Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education" (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students' sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.

The Roles of Epistemic Curiosity and Situational Interest in Students’ Attitudinal Learning in Immersive Virtual Reality Environments

Research has addressed the benefits of immersive virtual reality (IVR) for affective learning rather than cognitive performance, indicating the necessity to explore what factors may influence learners’ attitudinal learning, defined as the result of instruction for changing learners’ attitudes, when engaging in immersive instructional mediums. This study proposes an affection-oriented model to understand the roles of young learners’ epistemic curiosity traits and triggered situational interest in their attitudinal learning from the affective, cognitive, and behavioral dimensions in IVR learning contexts. Through a series of PLS-SEM analyses with 90 elementary school students, the results of the measurement model test have verified the reliability and validity of the instruments employed in this study. The structural relationships among epistemic curiosity, situational interest, and attitudinal learning were also confirmed. The triggered situational interests of novelty and exploration intention during the IVR learning process were further identified as the mediators in the research model. While the students’ senses of novelty mediated the relationship between curiosity and cognitive attitudinal learning, their senses of interest in exploration intention mediated both the relationships between curiosity and affective attitudinal learning and between curiosity and behavioral attitudinal learning. This study contributed to establishing the theoretical framework for affection-oriented IVR learning.

Problem-solving methodology in chemical technician education

In this article, we present the analysis of a problem-solving activity performed during a chemical technician course. We examine the contributions of the teaching-learning sequence when implemented in the development of conceptual, procedural, and attitudinal learning, focusing on environmental issues related to pesticides. In our investigation, we also report the perception of students regarding the teaching-learning sequence. The research was carried out in a public school in the city of Porto Alegre, Brazil, involving 29 students of the chemical technician course. The students solved problems created to address different approaches concerning pesticides. Data were obtained by the analysis of the researchers’ field diaries and questionnaires of the class in which the students participated in the problem-solving activity. The results showed that the teaching-learning sequence favoured conceptual, procedural, and attitudinal learning related to problem-solving and the environmental hazards that pesticides can cause. It was observed that the problem-solving methodology favoured the students’ autonomy, which is the ability to self-govern, to make one’s own decisions, and to be critical and reflective.

Do Future Teachers Believe that Video Games Help Learning?

One of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.

Keeping it human: Pandemic era psychiatry teaching.

BackgroundMental health is an important global issue, and doctors in training need a grounding in the principles of psychiatry. Undergraduate clinical placements in psychiatry can develop core knowledge and skills as well as challenging stigma towards mental illness. The onset of the coronavirus pandemic saw disruption to undergraduate clinical placements. In a U.K. medical school, th e authors were tasked with transforming a 6‐week clinical placement in psychiatry into a primarily online course.ApproachA 4‐week online course was developed in preparation for a condensed clinical placement. A range of resources were drawn upon to address key learning objectives and to engage students in broader thinking about mental health. These included videos and blogs describing personal experiences of mental illness, as well as interviews with prominent psychiatrists. Peer‐ and tutor‐led sessions complemented these self‐directed elements and reduced social isolation.EvaluationSixty‐seven students undertook the course, supported by eight consultant tutors. The content and structure of the course were highly rated; however, students indicated that peer group activities could benefit from further development. Students felt prepared for clinical placements and performed equally well in summative written examinations. Feedback indicated the development of positive attitudes towards mental health and illness.ImplicationsThis course demonstrates how, even when clinical contact is challenged, a strong focus can be maintained on social elements of learning and patients' experiences of mental illness. This approach provides opportunities to develop essential knowledge and skills alongside broader attitudinal learning that may have a de‐stigmatising effect.

Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns.

The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.

Exploring the Effectiveness of Digital Games in Producing pro-Environmental Behaviors when Played Collaboratively and Individually: A Mixed Methods Study in India.

Environmental sustainability education should create eco-awareness and produce pro-environmental behaviors. Traditional instructional methods create eco-awareness but do not make people act. Purposefully designed digital games for attitudinal instruction provide cognitive knowledge, engage learners emotionally by showing the consequences of harmful behaviors, and encourage correct behaviors. Most studies involving games in different subjects showed that knowledge acquisition was greater in collaborative learning than individual game play. However, a similar comparison with respect to attitudinal learning involving a socio-scientific topic has not been conducted before. This mixed methods study conducted in a high school in India, examined the attitudinal learning among students who played a game individually (n = 45) and collaboratively (n = 44). Also, differences between students who played the game and a control group (n = 42) was examined. Surveys based on the Theory of Planned Behavior (TPB) and the Attitudinal Learning Instrument (ALI), showed that attitudinal learning from games was similar for collaborative and individual players. Also, attitudinal learning from games was higher compared to traditional instructional methods. Interviews explained the learning experiences of game players and how it produced pro-environmental behaviors.

Creating environmentally conscious engineering professionals through attitudinal instruction: A mixed methods study

Environmental responsibilities have evolved beyond controlling the emissions and wastes of industrial production to now incorporating logistics, products and processes. Corporations have become environmentally conscious to satisfy corporate responsibilities and to ensure sustainable development, increasing the demand for environmental engineering professionals. Engineering education should not be restricted to satisfying the demands of employers, industry and the marketplace or be isolated within disciplines. This study examined the instructional strategies implemented by a professor in his environmental sustainability engineering course to make his students critical thinkers, who can create sustainable products, programs and solutions. This mixed methods single case study adopted a positive deviance approach to identify this best practices case where the professor applied attitudinal learning principles in a non-intrusive way, that is without trying to change attitudes directly and forcefully. This allowed students to critically examine presented content, connect emotionally to issues they valued, take ownership of their learning, and make decisions and take responsibility for their actions, according to this study. Since sustainability projects are multi-disciplinary in the real world, ill-structured problem solving incorporated in semester-long team projects showed that students learned to work in diverse teams and understood team dynamics. These skills are expected to be transferred into students’ future engineering professional careers where they could demonstrate broader management, multidisciplinary, and communication skills, in addition to social, economic and environmental responsibilities. • Course objective: Creating critical thinkers, problems solvers and team players. • Non-intrusive instruction (without trying to change attitudes directly and forcefully). • Attitudinal instruction focused on cognitive, affective, behavioral, and social learning.

Online Assessment System in Improving Programming Student Learning

In this work, research aimed to determine the influence of the design and implementation of an online evaluation system for student learning at a university in Lima. An online evaluation system with web technology was designed and implemented that is comprised of supervised and exercise qualification exams, where students answer questions with the optional use of aids that allowed them to improve their results. It was worked with a population of 30 students of the Programming Language I subject to the Systems Engineering degree. The type of research was applied, and the design was quasi-experimental, and an entry test (pre-test) and exit test (post-test) were also applied. Likewise, instruments such as questionnaires, evaluation form, and validity and reliability tests were used in each case that allowed to know the information of the respective work. The results of the hypotheses indicate that there are significant differences in general learning, learning of conceptual, procedural and attitudinal content after applying the Online Evaluation System in the results of the input and output evaluation (p<0.05) the average of the Post Test being higher (p = 0.000); therefore, it is concluded that the system improves the evaluation of declarative, procedural and attitudinal learning.

Effectiveness of digital games in producing environmentally friendly attitudes and behaviors: A mixed methods study

Awareness of environmental sustainability issues alone is not enough. Environmental Sustainability Education (ESE) should produce changes in attitude and encourage lifelong behaviors. However, behavioral changes are curtailed by constraints and negative perceptions, necessitating the use of persuasive pedagogical tools in ESE. Digital game-based learning (DGBL) environments can provide cognitive knowledge, besides emotionally engaging learners by letting them test new behaviors and seeing the consequences instantly. This study examined the effectiveness of DGBL in producing attitudinal and behavioral changes regarding environmental sustainability and about learning experiences from a game, through a mixed methods study. One group of undergraduate students in an educational technology course played EnerCities, an ESE game. Another group played a Science game that was not connected to ESE. The Attitudinal Learning Instrument was administered to collect quantitative data pertaining to attitudinal and behavioral learning after one week and after five weeks of game play. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to develop a model to measure learning. PLS-SEM helps analyze relationships simultaneously in complex models. Quantitative data analysis using PLS-SEM showed that EnerCities was effective in producing attitudinal and behavioral changes that were retained until one week of game play. Thematic analysis of qualitative data, collected through interviews after five weeks of game play, helped interpret why and how attitudinal changes were produced by the game. This provided insights into what game features facilitated cognitive, affective, behavioral and social learning and learning retention, that could be used in future game design. Future research could apply the measurement model to measure long-term retention of attitudinal and behavioral learning using games and other interventions on socio-scientific topics.

Techniques for Measuring Attitudinal Learning Outcomes in Computer Science and Engineering

Techniques for Measuring Attitudinal Learning Outcomes in Computer Science and Engineering

Examining International Students’ Attitudinal Learning in a Higher Education Course on Cultural and Language Learning

This study examined students’ perceptions of attitudinal learning outcomes and instructional activities within a language and cultural exchange (LACE) course at a midwestern U.S. university and explored whether perceptions differed based on students’ prior knowledge, major, and/or demographics. We utilized a mixed-methods approach to gather quantitative data from a survey sent out in Weeks 5 and 15 to 137 international students enrolled in multiple sections of a LACE course that gathered perceptions on attitudinal learning and the most impactful aspects of the course design. Follow-up structured interviews were conducted with 37 students. Results indicated students saw growth in their attitudinal learning, with the highest perceived gains regarding cognitive and then behavioral components. Data from student interviews provided specific examples of how student attitudes were changed in each of these four areas of learning. Limitations and future research are discussed.

Aprendizaje colaborativo: una estrategia que humaniza la educación

La investigación tuvo el propósito de verificar la influencia de la estrategia del aprendizaje colaborativo en el logro de los desempeños y aprendizajes cognitivos, procedimentales y actitudinales. Siendo el estudio de tipo cuasi experimental orientada al estudio de relaciones de causa entre las variables en cuestión y así describir y explicar los fenómenos hallados. Para dar sostenimiento a la investigación, se utilizó una metodología cuantitativa explicativa que permitió concluir que el aprendizaje colaborativo influye positivamente en el logro de aprendizajes cognitivos, procedimentales y actitudinales. Los resultados evidencian que el 85.18% de estudiantes incrementaron en sus calificaciones de la unidad II con respecto a la unidad I. Es una estrategia que aporta en la humanización del sistema educativo y con ello desterraría el concepto de “soledad académica”. No obstante, una educación individualista que quita la sensibilidad humana de los estudiantes, lo que ve es la estratificación de grupos que elitizan y deshumanizan la educación. Pues la idea de meritocracia y competitividad genera en los aprendices la idea de “mientras yo esté bien, el resto no importa”.

Identifying subtypes of attitudinal learning among MOOCs learners: a latent profile analysis

ABSTRACT This study aims (1) to investigate the different motivations and perspectives for Massive Open Online Courses (MOOCs) that targeted attitudinal learning outcomes; and (2) to categorise learner profiles in regards to their perceived attitudinal learning gains. Seven hundred and ninety-six learners from three MOOCs participated in an author-developed survey that measures perceived learning gains in cognitive, affective, and behavioural learning, enrolment purpose, learning activity, and course satisfaction. Latent profile analysis suggested a three-profile solution: those with cognitively engaged (n = 426, 53.5%), overall highly engaged (n = 334, 41.9%), and behaviourally engaged (n = 36, 4.6%). We found no significant difference between profiles in enrolment purpose; however, learners in the overall highly engaged profile had a significantly higher level of course satisfaction and perceived lecture videos as the most impactful learning activity, while those in the behaviourally engaged profile valued interactive session with the instructor. The paper concludes that the choice of media and other activities in MOOCs should be carefully considered and selected to create a more inclusive learning environment to better meet the needs and interests of learners from diverse backgrounds.

Comparing attitudinal learning of large enrolment active learning and lecture classes

ABSTRACT Students’ self-reported attitudinal learning were compared between two different large courses that incorporated attitudinal learning objectives at a Midwestern US public university- a course on environmental sustainability utilising active learning instruction (100 participants) and a course on international economics utilising traditional lecture instruction (109 participants). Four factors of attitudinal learning were evaluated utilising a validated scale, the Attitudinal Learning Inventory (ALI): affective, cognitive, behavioural, and social learning outcomes. Results showed that students in the active learning instruction course perceived significantly higher attitudinal for all factors except for cognitive. Attitudinal learning components were not correlated with traditional course performance scores in the courses. Implications for assessing and designing instruction for attitudinal learning as well as implementing active learning instruction in large courses are discussed.