Engagement In Education Research Articles

Inspecting the role of learning platforms, gamification, and diverse teaching approaches in improving vocabulary acquisition, critical thinking, and student engagement in education

These days, learning through online platforms has become both widespread and popular, particularly among students. For English learners, mastering the language is critical, given its complex vocabulary and grammar. As a result, incorporating gamification in learning platforms could have a significant impact on vocabulary retention, though its effectiveness may vary depending on the student's engagement and the platform's design. Learning through platforms can affect students in different ways; it might diminish their knowledge in certain situations, but it can also be beneficial. For this study, data was gathered from students of different ages and different opinions about this particular case. After gathering and analysing the results, it was apparent that the majority of students use learning platforms to study English and improve their vocabulary. The study also found that students generally enjoy using these platforms, finding them more engaging and fun, and they believe these tools ominously help their learning experience from their perspective. Learning through platforms makes it easier for students to enjoy lessons and put in more effort, as some platforms incorporate competitive elements like awarding a winner, which boosts students’ pride and motivates them to continue working hard.

Gamification in Enhancing Student Financial Knowledge, Engagement, and Enjoyment in Financial Education

This study aims to examine the impact of gamification on financial knowledge through student enjoyment and student engagement. This study employed a quantitative approach and used a survey to examine the relationships between variables. The sampling technique used was purposive sampling, with 289 students who have previously received financial education at a public university participating as respondents. The research instrument utilized a questionnaire developed based on prior studies. The results were tested using Variational Bayesian Structural Equation Modeling (VB-SEM) to analyze the influence between variables. The findings showed that gamification had a positive impact on student enjoyment and student engagement. This study demonstrates that gamification does not directly influence students' financial knowledge. Student engagement fully mediated the effect of gamification on students' financial knowledge, whereas enjoyment does not affect students' financial knowledge. This study underscores the importance of fostering student engagement in gamification to enhance financial knowledge. The implications of this research include strengthening student engagement through various strategies, such as apperception, motivation, and interaction during the use of gamification in financial education.

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work

Collaborative or peer-learning strategies could enhance student engagement in management education, improve learning and help students develop workplace skills. The aim of this action research study was to evaluate the effectiveness of the peer learning (discussion forums, peer review and group work) employed in a postgraduate accounting research module. Findings from semi-structured interviews reveal that participants believed peer learning to facilitate social, cognitive, behavioural, collaborative and social engagement. Posting and reviewing comments on discussion forums developed students’ communication skills and fostered a sense of community. Participants recommended that discussion forums should include a balance of applied and theoretical questions. Peer reviews allowed students to obtain feedback on their writing prior to their work being graded, and to develop the workplace skill of giving and receiving criticism. Participants believed that group work improved their teamwork skills and collaborating online prepared them for working in a post-COVID world. While some groups valued the social and emotional engagement facilitated by in-person group work, other groups found it more efficient to interact online. The findings emphasise the usefulness of peer learning strategies in management education, and especially in research modules, to foster engagement, increase student learning and to prepare students for the workplace.

Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement

Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.

Freedom of thought

AbstractThis paper develops a novel conception of freedom of thought as the right to epistemic self‐realization. The recognition of this right is characterized here as a modally robust normative status that I think one has as a potential knower in an epistemic community. It is a status that one cannot enjoy without a specific form of institutionalized intellectual respect and support. To explain and defend this conception of freedom of thought, it is contrasted here with more traditionally “negative” conceptions of freedom of thought, in terms of not being interfered with. It is also contrasted here with a “positive” conception of freedom of thought derived from a recently prominent account of doxastic agency as grounded in the rational capacity to self‐determine one's own response to reasons. In both cases, the crux of the argument in this paper is that a conception of freedom of thought as a right to epistemic self‐realization makes better sense of why we fear the counter‐liberatory forces of propaganda and regulated thinking, and also why we hold out hope for the liberating potential of education and critical engagement with expertise in the public sphere.

Effects of perceived variety-support on middle school students' learning engagement in physical education: the mediating role of motivation.

High engagement in physical education (PE) could effectively develop students' motor competence and promote physical activity, which was significantly important for students' physical and mental health. Researches had shown that motivation was an important factor in explaining students' learning engagement, and variety-support as the fourth independent psychological need was a potential factor influencing students' learning motivation. However, there was a lack of empirical research evidence on the effect of perceived variety-support on middle school students' learning engagement in PE and the influencing mechanisms. This study aimed to investigate the direct effect of perceived variety-support on learning engagement in PE and the mediating effect of motivation in PE on the relationship. A cross-sectional study was conducted and 587 middle school students from Liaoning province filled the paper-and-pencil questionnaires adopting perceived variety-support in PE scale (PVSPES), utrecht work engagement scale-student (UWES-S), and perceived locus of causality in PE scale, which had been proved to have good reliability and validity (294 boys and 293 girls, Mage=13.47 ± 0.94). The results showed three variables were significantly positively correlated with each other (r = 0.323-0.562 p < 0.01) and perceived variety-support in PE could not only directly promote middle school students' learning engagement in PE but also indirectly through the mediating effect of motivation in PE. Therefore, in order to better promote students' participation in PE class, we should pay more attention to satisfy students' varied PE learning needs and stimulate students' autonomous learning motivation.

Drivers of adult educational engagement in Ecuadorian prisons: A gender perspective

This research paper reports an investigation on the determinants of educational engagement among the whole Ecuadorian prison population as collected in the penitentiary census conducted in 2022. By employing a probit regression model, the analysis reveals distinct patterns: while age and ethnicity significantly influence participation among male inmates, environmental factors like overcrowding play a pivotal role for female prisoners. Moreover, higher levels of formal education negatively correlate with educational engagement across both genders. These findings underscore the need for targeted policies that address both individual and environmental barriers to educational participation within Ecuadorian prisons. By understanding these dynamics, policymakers can develop effective interventions to improve prison conditions and enhance rehabilitation outcomes, contributing to broader societal goals of justice and sustainable development.

Experiences in providing a community educational resource for the All of Us Researcher Workbench.

Educational offerings to fill the bioinformatics knowledge gap are a key component to enhancing access and use of health data from the All of Us Research Program. We developed a Train the Trainer-based, innovative training series including project-based learning, modular on-demand demonstrations, and unstructured tutorial time as a model for educational engagement in the All of Us community. We highlight our training modules and content, with training survey data informing cycles of development in the creation of a 6-module training series with modular demonstrations. We have conducted 2 public iterations of the Train the Trainer (Tx3) Series based on survey feedback while training over 300 registered researchers to access and analyze data on the All of Us Researcher Workbench. Future directions of the Tx3 Series include enhanced focus on project-based learning and learner requests for modularity and asynchronous materials access.

ESCAPE ROOMS IN GEOGRAPHY EDUCATION: AN INNOVATIVE APPROACH TO LEARNING AND TEACHING

Background: The use of escape rooms in education has gained traction as an innovative pedagogical approach to enhancing student engagement and alleviating learning-related anxiety. This study explored the effectiveness of escape rooms as an instructional tool in geography education, with a particular focus on Generation Z students, who are known for their preference for practical learning opportunities and active engagement.Results: The study conducted an educational experiment involving Hungarian 7th grade students, comparing the escape room methodology with traditional frontal teaching methods. The results indicated that students exposed to escape rooms exhibited heightened engagement and sustained attention compared to those in the control group. Furthermore, students generally preferred collaborative escape room sessions, which provided opportunities for social interaction and shared responsibilities. Analysis of end of-unit test results revealed a positive correlation between escape room methodology and student performance, particularly in tasks requiring higher cognitive levels and evaluation.Conclusions: The findings suggest that escape rooms align well with the learning preferences of Generation Z students, and contribute to enhanced student engagement, attention, and learning outcomes in geography education. Escape rooms offer a gamified approach that resonates with the characteristics and preferences of modern learners, emphasizing the importance of innovative teaching strategies tailored to contemporary student needs. These insights underscore the potential of escape rooms as an effective in structional tool for fostering meaningful learning experiences.

Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education

ABSTRACTThe COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.

Knowledge, attitude and practice levels regarding malaria among the Semai sub-ethnic indigenous Orang Asli communities in Pahang, Peninsular Malaysia: a stepping stone towards the prevention of human malaria re-establishment

BackgroundIn Malaysia, despite a decline in cases, malaria remains a major public health concern, especially among the vulnerable indigenous people (i.e. Orang Asli) in remote areas. Effective preventive and control measures require an evidence-based understanding of their knowledge, attitudes, and practices (KAP) regarding malaria. This study aimed to evaluate the KAP regarding malaria in an indigenous settlement in Peninsular Malaysia.MethodsA household-based cross-sectional study was conducted in March 2024 in six Semai sub-ethnic indigenous villages in Pos Lenjang, Kuala Lipis, Pahang. A structured questionnaire was administered to randomly selected individuals (≥ 12 years old) to collect data on sociodemographic characteristics and KAP. Data were analysed using descriptive statistics and predictors of KAP were determined using logistic regression. A p-value less than 0.05 was considered statistically significant.ResultsA total of 267 individuals from 160 households were interviewed. Nearly half had good knowledge (49.4%) and positive attitudes (54.3%) towards malaria, with high practice scores for prevention and control (83.1%). Multivariate logistic regression analysis showed higher odds of good knowledge in those aged 40–59 years (adjusted odd ratio [aOR] = 6.90, p = 0.034), with primary (aOR = 2.67, p = 0.015) or secondary education (aOR = 2.75, p = 0.019), and with previous malaria history (aOR = 5.14, p < 0.001). Higher odds of a good attitude were found in those with secondary education (aOR = 4.05, p < 0.001) and previous malaria history (aOR = 2.74, p = 0.017). Lower odds were observed for the unemployed (aOR = 0.25, p = 0.018) and those collecting forest products (aOR = 0.25, p = 0.049) for attitude and practice, respectively.DiscussionThe overall practice level on malaria prevention was high among the Semai Orang Asli in Pahang. However, to ensure sustainability, the low levels of knowledge and attitude regarding malaria must be strengthened through increased health education and continuous community engagement.

Augmented Reality Gaming Experience: Assessing Satisfaction Level Towards Post Event Behavior for MARA 1.0

The proliferation of Augmented Reality (AR) technology has significantly transformed the gaming industry by merging digital content with the physical environment. This study focuses on assessing player satisfaction and subsequent behaviors in response to Mission AR Apocalypse (MARA) 1.0, an AR game designed to enhance educational engagement for Universiti Teknologi MARA (UiTM) students. Developed amidst the COVID-19 pandemic by UnBound Malaysia, this game aims to provide an enriching experience through the integration of educational content within an AR framework. This research investigates four primary factors influencing player satisfaction: immersion and visual experience, ease of use and controls, game content and storyline and technical performance. Utilizing a correlational research design, data were collected from 503 students across 15 UiTM branches via structured questionnaires. The study employs Net Promoter Score (NPS) to measure satisfaction levels and their impact on post-event behaviors, such as the intent to recommend and continue using the game. Findings indicate a high level of satisfaction with immersion and visual experience, ease of use, and game content, though technical performance showed mixed results. These results support the hypotheses that immersive, visually rich AR games with user-friendly controls and engaging content enhance player satisfaction and recommendation intentions. The study concludes that while the majority of players are satisfied, there are areas for improvement, particularly in technical performance, to ensure a more seamless and enjoyable gaming experience. These insights are crucial for developers and educators aiming to optimize AR applications for educational purposes.

Enhanced learning engagement through teaching presence in online distance education

Distance education offers flexibility, affordability, and accessibility. However, it poses challenges such as learner isolation, limited interaction, reduced motivation, and low learning engagement. This study examines how the mediating effects of teaching presence can increase online learning engagement in distance education. A survey was conducted to test the mediating role of teaching presence on online self-regulation, interaction, and learning engagement among 853 undergraduate distance students from four institutions of higher learning and various distance courses in Zambia. The results indicate that teaching presence has a direct positive and significant effect on learning engagement, and an indirect positive and significant influence through self-regulation and online interaction. This highlights the importance of teaching presence in improving the quality and effectiveness of distance education. This study recommends enhancing, supporting, and promoting the teaching presence in distance education.

A Systematic Review of the Impact of Emerging Technologies on Student Learning, Engagement, and Employability in Built Environment Education

This paper presents a systematic literature review of the impact of emerging technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and gamification on student engagement, learning outcomes, and employability in Built Environment (BE) education. This review covers studies conducted between 2013 and 2023, utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) framework. From an initial pool of 626 studies, 61 were identified and rigorously analyzed. The findings reveal that these technologies significantly enhance student engagement by providing immersive and interactive learning experiences that bridge the gap between theoretical knowledge and practical application. Furthermore, their use is shown to improve learning outcomes by facilitating a deeper understanding of complex concepts and increasing student motivation. In terms of employability, the integration of digital tools into BE education equips students with the requisite skills that are increasingly demanded in the modern workplace. However, the study also identifies several challenges, including high costs, limited resources, and the need for extensive faculty training, which act as barriers to the effective implementation of these technologies. Despite these challenges, this review underscores the transformative potential of digital technologies in BE education. This study is significant as it synthesizes recent evidence to highlight the critical role of digital technologies in reshaping BE education. It offers practical recommendations for educators and policymakers to enhance teaching and learning practices. Providing pathways for integrating these technologies into BE curricula, this study aims to inform future research and pedagogical strategies, ultimately contributing to the development of a highly skilled and adaptable workforce.

Solid waste management awareness and practices in coastal communities

Effective solid waste management (SWM) is paramount for environmental sustainability and public health, particularly in coastal communities. This cross-sectional descriptive study determines SWM awareness and practices among 399 households in selected coastal barangays in the City of Mati, Davao Oriental, Philippines. Employing a structured four-point Likert-type survey through KoboCollect applications, this study evaluates SWM awareness and practices while examining the impact of socio-demographic factors on these aspects. The results reveal moderate SWM awareness (X̄=2.55) and practices (X̄=2.66) in these coastal communities, indicating a baseline level of environmental consciousness and waste management efforts. However, there was lack of familiarity with legal and regulatory frameworks (X̄=1.97), including the Republic Act 9003 and local ordinances related to SWM. Notable gaps are also identified in SWM practices, mainly in waste segregation (X̄ = 2.55) and avoidance to waste-burning (X̄=2.56). Socio-demographic factors, such as age, educational attainment, household size, and family income, significantly influence SWM awareness and practices. These findings underscore the need for targeted educational campaigns and community engagement strategies to enhance awareness of SWM regulations. Addressing these gaps is necessary for developing effective interventions to promote sustainable waste management practices in these coastal areas, thus protecting marine ecosystems and supporting the well-being of local communities.

Resistance to Antimalarial Drugs in Uganda: Current Status and Future Directions

Antimalarial drug resistance posed a significant challenge to malaria control in Uganda, where Plasmodium falciparum remains the predominant strain. This review examined the current status of antimalarial drug resistance in Uganda, focusing on the mechanisms underlying resistance, epidemiological trends, and the impact on malaria control programs. Chloroquine and sulfadoxine-pyrimethamine resistance have been well-documented, and recent concerns about reduced efficacy of artemisinin-based combination therapies (ACTs) highlight ongoing challenges. The review identified key mechanisms of resistance, including genetic mutations, drug efflux, metabolic pathway alterations, and potential biofilm formation. The implications of resistance on treatment efficacy, healthcare costs, and policy adjustments are discussed. Future directions included strengthening surveillance systems, optimizing combination therapies, investing in research and development, implementing integrated vector management strategies, and enhancing public education and community engagement. Related published literatures were reviewed and analysis of recent data on drug resistance patterns in Uganda was carried out and utilised in compiling this paper. By exploring these dimensions, the review aims to provide actionable insights for policymakers, healthcare providers, and researchers to effectively address drug resistance and advance malaria control efforts in Uganda. Keywords: Antimalarial Drug Resistance, Plasmodium falciparum, Chloroquine Resistance, Artemisinin-Based Combination Therapies (ACTs), Surveillance and Monitoring.

Optimizing Plastic Waste Reduction through Education and Ecobrick Implementation in Penjalin Village

This study investigates the implementation of ecobricks as a strategy to reduce plastic waste in Penjalin Village. The research focused on the effectiveness of educational workshops and community involvement in promoting sustainable waste management practices. Data was collected through surveys, interviews, workshops, and observations conducted over three months. The results showed that plastic waste is a significant issue in the village, with limited awareness of proper waste disposal methods. The introduction of ecobricks, coupled with community education, resulted in increased participation and a positive shift in attitudes towards environmental sustainability. The study also found that the success of the ecobrick initiative relies heavily on continued education and community engagement. The findings suggest that similar strategies could be effective in other rural areas facing similar challenges. This research contributes to the broader discourse on sustainable waste management and highlights the potential of ecobricks as a practical solution to plastic waste problems.

Pengembangan Game Edukasi Doa Islam: Desain Arsitektur dan Implementasi

The development of educational games has become increasingly important in this modern era, particularly in addressing the challenges of engaging the younger generation in religious education. This paper presents the architectural design and implementation of an educational game focused on Islamic prayers. By leveraging technologies such as Unity for game development, Next.js for frontend web development, and Express.js for backend server functions, coupled with Supabase for efficient database management, this game offers a deep and interactive learning experience. The game's storyline encompasses various stages where players navigate scenarios related to Islamic prayers, earning rewards and knowledge along the way. Through comprehensive user analysis and iterative testing, the game aims to bridge the gap between traditional religious education and modern digital engagement. Integration of real-time performance parameters, such as call speed averaging below 30ms, ensures continuous improvement in game functionality and user experience, thereby enhancing the game's effectiveness as a learning tool. Overall, this research contributes to the advancement of educational gaming in the context of Islamic education, providing insights into effective strategies for engaging and educating young audiences in religious practices..

Menstrual health education: school health curriculum topics by grade level recommended by specialized medical professionals in menstrual health clinics

Study ObjectiveEvidence-based menstrual health education is not mandated in any U.S. state or territory. Aspects of normal and abnormal menstruation impact quality of life and educational engagement, but many youth are not prepared to know when to seek medical help. We sought to determine which topics should be included in a 3rd through 8th grade school-based menstrual health curriculum. MethodsWe conducted a cross-sectional online survey of medical professionals who care for patients with menstrual problems. We asked participants to indicate the top three menstrual health topics by grade and we compared the most common responses by year. We also solicited general comments about curriculum content. ResultsSurveys from 55 medical professionals met criteria for analysis. The most frequent topics to be selected were normal and abnormal menstruation, reproductive anatomy, puberty timeline, and menstrual products. A majority recommended the topics of puberty timeline (38, 69.1%) and reproductive anatomy (34, 61.8%) for 3rd grade, introducing normal menstruation (31, 56.4%) and menstrual products (24, 46.3%) in 4th grade, and abnormal menstruation (27, 49.1%) in 6th grade. More complex topics such as world cultures around menstruation (14, 25.5%) and period poverty (11, 20.0%) were preferred for 8th grade. Many providers emphasized the importance of teaching normal versus abnormal menstruation in a school health curriculum. ConclusionMedical professionals provide recommendations for a school-based menstrual health curriculum that introduces topics at developmentally appropriate ages from a medical perspective, teaches basic menstrual symptom management, and instructs on warning signs for abnormal menstruation.