Student Engagement Research Articles

Decoding Success: The Role of E-Learning Readiness in Linking Technological Skills and Employability in Hospitality Management Graduates

Technological advancement alongside global epidemics stimulated the widescale implementation of e-learning. However, it is reported that e-learning is in the experimental phase and still requires fundamental improvements, particularly in disciplines that go beyond theoretical knowledge. The current study examines the nexus between e-learning readiness, psychological motivation, technological skills, and employability skills among hospitality management undergraduates. It also explores the moderating effects of student engagement on the linkages among these variables. To that end, this study adopted a quantitative approach and used a self-administered questionnaire survey to collect primary data. The sample included a total of 428 participants who were recruited from undergraduates of hospitality management programs in Egyptian universities using the convenience sampling technique. Data analysis included performing PLS-SEM using Smart PLS 3.0 software. The results confirm the positive effects of psychological motivation and technological skills on both e-learning readiness and the employability skills of hospitality management undergraduates. The study also underscores the mediated role of e-learning readiness in the linkages between study predictors and outcomes. Additionally, the findings highlight the moderating effect of student engagement in supporting e-learning readiness and eventually employability skills. This study adds to the hospitality management body of knowledge and provides valuable insights for education institutions and policymakers to optimize e-learning experiences.

Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project

This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system.

Integrating Learning and Knowledge Technologies in Hybrid Classical Language Education: A Case Study from the University of La Sabana

In this study, we explore the integration of learning and knowledge technologies in hybrid Ancient Greek and Latin courses at the University of La Sabana during the COVID-19 pandemic. Using an action research methodology, 12 interactive activities were designed and categorized into dynamic class segments of 20- and 10-minute blocks to enhance student engagement and motivation. Data collection methods included classroom observations, surveys, and performance analysis. The results indicate enhanced student interaction and learning outcomes, demonstrating the effectiveness of learning and knowledge technologies in revitalizing classical language education in a hybrid learning environment. This study provides valuable insights into the implementation of innovative pedagogical strategies and the continuous refinement of teaching methodologies through iterative cycles of action and reflection.

Enhancing aesthetic and creative skills through innovative pedagogical approaches: integrating mandala thinking and multisensory techniques in advanced dessert design

PurposeThis study aims to explore the integration of mandala thinking and multisensory techniques into advanced dessert design courses, investigating how these innovative pedagogical approaches enhance students’ creative and aesthetic skills. The research seeks to address the evolving needs of higher education in the face of technological and pedagogical disruptions.Design/methodology/approachThe study employs a mixed-method approach, including a detailed literature review, implementation of mandala thinking and multisensory methods in the course curriculum and quantitative analysis of student outcomes. Data were collected through pre- and post-course assessments, focusing on students’ creativity and aesthetic competencies.FindingsThe integration of mandala thinking and multisensory design principles significantly improved students’ creative and aesthetic skills. The findings demonstrate that these methods effectively enhance the educational experience in culinary arts, offering a novel approach to curriculum design in higher education. The study highlights how these innovative techniques can address current pedagogical challenges and improve student engagement and performance.Practical implicationsIntegrating mandala thinking and multisensory techniques can significantly enhance creativity and engagement in higher education, offering a practical model for modernizing pedagogical practices and addressing current educational challenges.Originality/valueThis research contributes to the field by applying mandala thinking and multisensory techniques to advanced dessert design, an area not extensively covered in existing literature. It provides a unique perspective on enhancing educational practices in the culinary arts, reflecting the broader trends of incorporating innovative pedagogical strategies in response to disruptive educational challenges.

Examining the Impact of Teachers’ Cognitive Load on Student Engagement and Learning Outcomes in Saudi Classrooms

Background Examining the influence of cognitive load on teacher strategies, engagement of students, and the learning experience as a whole is essential in an age of educational reform and rapid technological evolution in instruction to become more effective pedagogues and positively impact student learning outcomes. This study explicates the experience of cognitive load on teachers and their ability to teach and engage students in the Saudi Arabian 21st-century classroom. Methods The study employed a qualitative research design to investigate the experiences of the 35 Saudi teachers through an essential initiative stratum of how they were selected in a randomized stratified process to ensure as much diversity as possible in the teaching community throughout Saudi Arabia. Data was collected through open-ended questionnaires and analyzed using thematic analysis to ascertain primary patterns and themes emerging from the data. Results The analysis found that (1) cognitive load significantly impacted teachers’ choice of instructional strategies. (2) Classroom performance was also impeded due to cognitive load as teachers struggled to engage and manage the learning of the students inside the classroom; (3) systemic and environmental forces devolving curriculum and integration of technology into instruction increased cognitive demand for the teachers, and (4) teachers employed various adaptive practices to manage their cognitive demands. They demonstrated tremendous resilience and adaptability in their practice. Conclusion The study findings have practical implications for educational policy and practice, primarily that educational policy and practice should focus on providing specific assistance and professional learning for teachers managing cognitive load. Finally, based on the findings, the study’s limitations and recommendations for further research are discussed.

Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography

Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions.

Utilizing Peer Instruction to Enhance Academic Achievement and Active Learning in Business Education

Researchers are increasingly interested in evaluating and reshaping traditional teaching practices to implement more student-centered and active learning approaches in higher education. Peer Instruction (PI) has been recognized as an interactive teaching method that significantly impacts student learning by encouraging active participation in an engaging learning environment. This study examines the impact of Peer Instruction (PI) on improving academic performance and active learning in business education beyond its usual limits of application in scientific and numerical fields. This study compared the outcomes of students who engaged in PI with students who took traditional lecture-based classes in business courses. This research uses a quasi-experimental research design because it is not feasible to use a full experimental design because it is impossible to randomly select subjects. Empirical data, collected through pre-and post-tests, discussion prompts, and PI activities, demonstrated significant improvements in student engagement, cognitive processing, and performance in the PI group compared to the control group. Students who participate in PI report higher test scores and levels of engagement, underscoring PI's potential to foster deeper understanding, critical thinking, and active engagement. Despite the positive results, the study noted limitations such as a narrow focus on the class by one instructor and the absence of marked differences in conceptual understanding between the PI and individual study groups, then only tested academic achievement without engaging students' levels of critical thinking. Highlighting the effectiveness of PI in business education, this research calls for broader application and further investigation into the role of PI in enhancing active learning, suggesting future exploration into diverse academic areas, methodologies, and technological tools, as well as applying it to examine critical thinking and interaction students to deeper learning content.

Language and Visual Representation in Physics: Enhancing Understanding Through Multimedia

The incorporation of multimedia resources in physics education has become a crucial approach for improving student understanding by combining verbal and visual components. This investigation utilizes a mixed-methods design to assess the impact of multimedia tools on student participation and comprehension in physics courses. Quantitative information was gathered through assessments before and after the intervention, while qualitative data was obtained from student interviews and in-class observations. The study involved creating tailored multimedia materials, which were subsequently integrated into lessons. Quantitative data underwent statistical analysis, including paired t-tests, while qualitative findings were examined using thematic analysis. The results revealed a substantial increase in student engagement from 45% without multimedia to 85% with its use. Additionally, the post-test mean score (79.3 ± 8.81) exceeded the pre-test average (58.5 ± 12.65), suggesting enhanced understanding and uniformity among students. Qualitative outcomes highlighted multimedia's contribution to clarifying intricate concepts, improving communication abilities, and promoting collaborative learning. The research concludes that the strategic integration of multimedia tools within cooperative frameworks can establish a vibrant, interactive learning environment, considerably enhancing students' conceptual grasp and preparing them for future academic and career challenges.

Implementation of a Low-Cost, Real-Time Assessment System for Primary School Classrooms

The integration of technology in educational surroundings has evolved from a supplemental enhancement to an essential element of modern education. In response to this shift, there is a growing need for cost-effective tools that can increase student engagement and streamline the assessment process for primary students. This study presents the design and implementation of a low-cost, real-time assessment system tailored specifically for primary school classrooms. Utilizing Arduino-based receivers and student-operated remote controllers, the system provides an affordable and scalable alternative to traditional student response systems. Field tests were conducted with 26 students aged 9 to 10 in a public primary school, where the system's effectiveness was evaluated through teacher observations and student feedback. Results indicate that the system significantly increased student participation, focus, and enjoyment during assessments compared to traditional paper-based methods. Despite some challenges, the system demonstrates great potential as a practical tool for resource-constrained educational environments, with future development focusing on addressing scalability and technical limitations.

Importance of Definitions in the Teaching and Learning of Mathematics: Examining the Case of Linear Algebra

This study explores the role of definitions in teaching and learning linear algebra, emphasizing their impact on understanding and problem-solving. By analyzing existing research, the paper highlights how precise mathematical definitions aid conceptual clarity while reducing misconceptions. It highlights the importance of integrating extracted and stipulated definitions into teaching to improve student engagement and learning outcomes. Recommendations are provided to help educators enhance pedagogical practices in linear algebra, fostering deeper comprehension and application of abstract mathematical concepts.

Inclusion of Students with ADHD in Secondary School Through an Innovative Motor Science Educational Curriculum

This experimental study evaluated the effectiveness of an innovative motor science teaching program aimed at promoting the inclusion and involvement of students with Attention Deficit/Hyperactivity Disorder (ADHD) in secondary school. Sixty students (30 in the sample group and 30 in the control group) participated in the program, while 10 specially trained motor education teachers implemented the activities. The quantitative analysis showed a significant improvement in school inclusion scores (as measured by the Ainscow Inclusion Scale) and school engagement scores (Student Engagement Scale), with a strong positive correlation between the two parameters (r = 0.62, p < 0.01). The qualitative analysis, based on interviews with teachers, revealed positive perceptions of the program and emphasized the importance of training to address behavioral difficulties and ensure an inclusive school environment. The results suggest that customized motor education programs, combined with targeted training for teachers, can foster greater inclusion of students with ADHD in the school setting.

How AI‐Enhanced Social–Emotional Learning Framework Transforms EFL Students' Engagement and Emotional Well‐Being

ABSTRACTThis study explores the transformative role of AI‐enhanced social–emotional learning (SEL) frameworks in improving the engagement and emotional well‐being of English as a foreign language (EFL) students in China. A survey was conducted among 816 undergraduate and postgraduate students from universities across five provinces, utilising convenience sampling. The research focused on how AI tools integrated into English learning contribute to student engagement and emotional stability. Data were analysed using SPSS for descriptive and regression analyses and AMOS for structural equation modelling. The findings highlight that AI‐enhanced SEL significantly boosts student engagement and emotional well‐being. By providing tailored learning experiences based on students' emotional and cognitive needs, AI systems facilitate better emotional regulation, increased focus and improved academic performance. The results suggest that AI‐enhanced SEL frameworks offer personalised support that not only enhances learning outcomes but also creates a more emotionally supportive environment, contributing to students' overall academic success and well‐being.

Technology for Achieving Learning Objectives Through a System-Activity Approach and the Development of Critical Thinking in Geography Studies

This article explores the integration of technology through a system-activity approach to enhance critical thinking and achieve learning objectives in geography education. The system-activity approach, grounded in constructivist learning theory, emphasizes active learning, student engagement, and critical thinking development. By incorporating digital tools such as Geographic Information Systems (GIS) and Virtual Reality (VR), the approach enables students to explore complex geographical phenomena, analyze spatial data, and engage with real-world problems interactively. This study employs survey methodology to assess the impact of technology-enhanced, activity-based learning on students' critical thinking and overall learning outcomes. The findings underscore the effectiveness of the system-activity framework in improving geography education by fostering deeper engagement and understanding of geographical concepts. This paper contributes to the ongoing discourse on educational innovation, offering insights for educators aiming to integrate modern technologies into geography studies to enhance student competencies in navigating modern information spaces and developing essential 21st-century skills.

RELATIONSHIP BETWEEN SCHOOL PHYSICAL ENVIRONMENT AND CO-CURRICULAR ACTIVITIES IN PRIVATE PRIMARY SCHOOLS. A CROSS-SECTIONAL STUDY.

Background Co-curricular activities are seen as a way of enhancing students' academic, social, and personal development, as well as preparing them for future careers. The study aims to assess the relationship between the school's physical environment and co-curricular activities in private primary schools. Methodology The study adopted a descriptive, correlational, and cross-sectional survey design. The study was carried out in selected private primary schools in Fort Portal City. Fort Portal City is located in western Uganda, in the Kabarole District. The researcher ensured quantitative data was collected using questionnaires. Simple random sampling was used to select 196 respondents. Results The majority of the respondents were male 58.3% while females were 41.7%. The largest age group consisted of respondents below 20 years, mainly pupils, representing 66.1% of the total sample. The Pearson Correlation coefficient of 0.682** indicates a strong positive correlation between the school's physical environment and the pupil’s participation in co-curricular activities. A strong positive relationship (R = 0.714) between the school's physical environment and the pupil’s participation in co-curricular activities. The R Square value of 0.509 indicates that approximately 50.9% of the variance in pupil participation can be explained by the school's physical environment. The Unstandardized Coefficient for the school's physical environment is 3.214. Conclusion Further, findings showed a strong positive relationship between the school's physical environment and pupil’s participation in co-curricular activities within private primary schools in Fort Portal City. Recommendations Private schools should allocate resources to enhance the school's physical infrastructure, including sports facilities, recreational areas, and amenities, to create an attractive and functional environment that promotes student engagement in co-curricular activities.

Design and development of job sheets to facilitate independent learning in Workshop Practices and Engineering Drawing Subjects: A case study at Vocational Secondary School

Introduction: This study investigates the necessity for innovative and effective practical learning media by developing a Job Sheet and assessing its feasibility through evaluation process that includes media experts, subject matter experts, and end-users.Methods: This study utilized a Research and Development approach based on the 4D model (Define, Design, Develop, Disseminate) to systematically and iteratively refine the Job Sheet. Data were gathered through descriptive observation, semi-structured interviews, and questionnaires, subsequently subjected to thorough quantitative analysisResults: The feasibility evaluation resulted in an 87.5% score from media experts, underscoring the Job Sheet's robust design principles, usability, and conformity with digital learning media standards. A score of 92.5% from subject matter experts indicated the material's relevance, accuracy, and alignment with learning objectives. The results of user testing indicated an 85% satisfaction score, affirming the practicality and engagement potential of the Job Sheet in actual educational contexts. Conclusions: The findings highlight the substantial role of the Job Sheet as an effective resource for improving practical learning. This study emphasizes the potential of tailored learning media to connect theoretical and practical knowledge, thereby enhancing student engagement and facilitating effective skill acquisition.

The Heart of Teaching: Can Empathy-Focused CPD Elevates Tutoring?

This study aims to explore how a Continuous Professional Development (CPD) programme focused on empathy-based pedagogy can influence the teaching practices of private tutors, with a particular focus on enhancing social-emotional learning (SEL) and student well-being. Given the critical role private tutors play in the academic and emotional development of students, the research seeks to fill the gap in professional development opportunities that support empathy-driven teaching approaches. The methodology used for this qualitative case study includes semi-structured interviews, participant observation, and reflective journaling to collect data on how private tutors perceive and implement empathy-based strategies. The study was conducted at a private tutoring centre, with a focus on understanding the challenges tutors face when applying empathy-based pedagogy and how these strategies impact student engagement and interactions. The findings suggest that empathy-based CPD has a transformative effect on tutors' teaching practices. It enhances their ability to foster stronger student-teacher relationships, create more supportive learning environments, and improve student engagement. Tutors reported that the programme helped them develop greater emotional awareness and communication skills, which in turn positively influenced their students' academic and social development. However, the research is limited by its focus on a single tutoring centre, which may affect the generalisability of the findings to other contexts. Additionally, the study’s reliance on qualitative data means that further quantitative research could be beneficial to corroborate the results.

Learn math through motion: a technology-enhanced embodied approach with augmented reality for geometry learning in K-12 classrooms

ABSTRACT Despite the growing attention to the technology-enhanced embodied learning approach in mathematics education and its pedagogical potential, much remains unexplored regarding its implementation in real-world classroom contexts and student engagement in embodied learning activity. Addressing this gap, we introduce an embodied learning game leveraging computer vision and Augmented Reality (AR) techniques. We implemented the embodied AR game into fourth-grade classrooms to explore its impact on students’ geometry understanding, attitudes, and engagement patterns. Our analysis revealed significant enhancements in students’ geometry understanding from pre- to post-test, whereas their attitudes remained unchanged. A multiple regression analysis on students’ in-game log and hand gesture data showed that only time spent on making-angle activities predicts students’ cognitive learning gain, suggesting that not all hand gestures were meaningful to students’ learning. In addition to demonstrating the pedagogical benefits of cost-effective AR-based embodied learning in classroom settings, our findings highlight the importance of thoughtfully designing embodied actions that are both educational and engaging.

Systematic Literature Review: Pengaruh Model Inquiry Learning terhadap Hasil Belajar IPA Siswa SMP

This study aims to analyze the impact of the Inquiry Learning model on improving junior high school students' learning outcomes in Natural Sciences (IPA) through a Systematic Literature Review (SLR) approach. Inquiry Learning is an innovative instructional model that emphasizes active student engagement in the learning process through exploration, investigation, and the discovery of concepts, both independently and collaboratively. This study collects and analyzes data from various journals, articles, and theses published within the last 10 years. The findings indicate that the Inquiry Learning model consistently has a positive impact on improving students' learning outcomes. The implementation of this model has been proven to enhance critical thinking skills, conceptual understanding, and students’ motivation to learn compared to conventional teaching methods. Factors such as the teacher’s role as a facilitator, the level of student engagement, and the support of the learning environment significantly contribute to the successful implementation of the Inquiry Learning model. Based on these findings, it is recommended that educators consider the broader application of the Inquiry Learning model to enhance the quality of science education at the junior high school level.

Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education

Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM.

A comparative study of agricultural education and extension practices in the US and India: Implications for sustainable farming

This comparative case study investigates agricultural education and extension practices in the United States (US) and India, focusing on experiential learning, extension services, public-private partnerships, bridging research and practice, and sustainable farming practices. Results show that Indian agricultural education practices demonstrate higher student engagement, broader extension service reach, and more impactful public-private partnerships compared to the US. Specifically, experiential learning programs in India led to higher student engagement and career interest, while extension services provided by Krishi Vigyan Kendras (KVKs) in India showed greater effectiveness and rural reach. Public-private partnerships, notably initiatives like Agricultural Technology Management Agency (ATMA) in India, exhibited higher perceived impact and resource mobilization. Moreover, successful strategies identified in India for bridging research and practice have implications for enhancing agricultural productivity and sustainability globally. The study underscores the importance of experiential learning, effective extension services, and collaborative partnerships in promoting sustainable farming practices.