Higher Levels Of Cognitive Engagement Research Articles

ChatGPT in class: motivation, schadenfreude and student usage intentions

Purpose Integrating social comparison and social identity theories, this study aims to examine students’ emotional and behavioral responses to the use of ChatGPT in academic settings, focusing on intrinsic motivation, dissonance, envy, schadenfreude and artificial intelligence (AI) usage intentions. Design/methodology/approach The research design consisted of two sequential survey-based studies with undergraduate business students. Study 1, analyzed with SmartPLS, measured students’ intrinsic motivation, cognitive engagement, dispositional envy, emotional dissonance and schadenfreude experienced in response to academic dishonesty related to ChatGPT. Study 2 explored the motivations behind students’ future use of AI tools, examining ethical considerations and emotional responses. Findings Study 1 determined that higher levels of cognitive engagement reduce dissonance and envy among highly motivated students. Nevertheless, driven by cognitive engagement, dissonance and envy, it was established that highly motivated students experience schadenfreude when others are caught misusing ChatGPT. In contrast, low-motivated students only feel schadenfreude as a product of dissonance and envy. The focus of Study 2 was on the adoption of ChatGPT. Results indicate that future usage is driven by ethical considerations for highly motivated students, whereas less dissonance is key for low-motivated students. Originality/value The study’s originality lies in its exploration of schadenfreude in the context of AI use among students, highlighting how cognitive engagement and motivation influence emotional responses. Drawing on social comparison and social identity theories, it sheds new light on the dynamics of academic integrity and the emotional landscape surrounding AI tools like ChatGPT, thus filling a research gap in understanding student behavior and perceptions in higher education.

Student Engagement Dynamics in Hybrid English Speaking Classes: A Study on Synchronous and Asynchronous Learning in Indonesia

The study investigates student engagement in hybrid English-speaking classes at an Indonesian university, emphasizing synchronous and asynchronous learning. Hybrid learning combines live (synchronous) and flexible (asynchronous) methods to enhance student engagement in cognitive, behavioral, and emotional dimensions. Conducted as a qualitative study, this research involved 20 second-semester students from the Faculty of Language and Literature at Universitas Negeri Makassar. Data were collected through semi-structured interviews to explore students’ engagement in hybrid English-speaking classes across synchronous and asynchronous learning. The findings reveal that hybrid learning fosters high levels of cognitive engagement by promoting active participation, critical thinking, and access to resources supported by responsive lecturers. Behavioral engagement is similarly enhanced through interactive digital tools and inclusive class discussions, encouraging frequent practice and skill reinforcement. Emotional engagement, however, varies, as some students benefit from the flexibility of online learning, while others face challenges due to reduced face-to-face interaction with lecturers. Key challenges identified include maintaining consistent motivation in virtual environments, managing distractions in home settings, and addressing feelings of being overlooked due to limited real-time lecturer attention. Additionally, technology dependency and variable comfort levels with hybrid learning pose challenges for engagement. The study concludes that effective hybrid learning designs that address cognitive, behavioral, and emotional engagement can significantly enhance student involvement and learning outcomes. These insights contribute to a better understanding of engagement dynamics in hybrid English-speaking courses, offering practical implications for designing more effective learning experiences. However, the study's focus on a specific group of English-speaking students at one institution limits how broadly the findings can be applied. To better understand the strengths and challenges of hybrid learning, future studies should consider a more diverse sample, mix qualitative and quantitative data, and look at how instructor involvement impacts engagement across different learning environments.

Effects of communication mode on EFL learners’ engagement and request learning

This study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic competence. Ninety-six high school English learners were assigned to groups for text-based chat, audio chat, and face-to-face interactions to complete a collaborative writing task in pairs. Two versions of the Written Discourse Completion Test (WDCT) were employed as pre-tests and post-tests to assess and compare the learning outcomes in request-making across the three groups. Cognitive and social engagement of learners were assessed by using multiple measures derived from chat logs and recordings, while a post-task questionnaire was utilized to gauge emotional engagement during the task. The results indicated that learners in the face-to-face and audio-chat conditions demonstrated higher levels of cognitive engagement compared to the text-chat group. The text-chat group reported fewer instances of negative emotions. In terms of request learning outcomes, all groups showed an increase in sociolinguistic appropriateness; however, no significant differences were found in overall pragmalinguistic competence. Social and emotional engagement significantly correlated with sociopragmatic improvement in the audio-chat mode, yet these indicators did not demonstrate significant predictive power.

Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement

Collaborative knowledge construction (CKC) is advanced by group members' cognitive engagement across three levels: individual-level knowledge processing and proposing, the peer-level social interactions and knowledge exchanges between two group members, and the group-level coordination and construction of knowledge across multiple group members. The interconnected and transformative relationship among three levels is an essential factor during the CKC process. Individual viewpoints can trigger peer feedback, which can be further refined by other group members; the group-level consensus can provide foundations for subsequent individual- or peer-level cognitive engagement. The group-level coordination of knowledge advancement involves the processing, synthesis, and reflection of knowledge from multiple members to reach a group consensus. However, previous analytical approaches have faced challenges in modeling distinct types of interconnections across the individual, peer, and group levels during the CKC process. To address this gap, this research employed multilayer network analysis (MNA) to model and quantify the multi-level and interconnected characteristics of CKC in a series of face-to-face, computer-supported CKC activities in China's higher education. First, small groups were categorized into the high, medium, and low levels of cognitive engagement groups. Second, multilayer networks were constructed for each category, where students' use of cognitive strategies were set as nodes, the interconnections between cognitive strategies were set as edges, and three levels (i.e., individual, peer, and group levels) were set as layers. The node-, layer-, and network-level metrics were calculated to quantify the overall characteristics of the networks, the interconnected characteristics within a level and across the three levels. The MNA results revealed that, compared to lower level of cognitive engagement groups, groups with higher cognitive engagement demonstrated (1) more influential moderate and deep cognitive strategies at group and peer levels; (2) interconnections between cognitive strategies with higher diversity, connectivity, and more balanced distribution across three levels, but relatively lower information exchanging efficiency; and (3) communities with more interconnections related to the moderate and deep cognitive strategies at peer and group levels. Based on the empirical findings, this research proposed pedagogical implications for CKC practices and analytical implications for using MNA to improve the understanding of computer-supported collaborative learning mechanisms.

Individual differences and non-English-majors’ engagement in business English language classrooms in the Chinese university context

This study reports an investigative study of individual differences in personality, motivation, challenges, learning styles and strategies, needs and 55 non-English-majors’ engagement in business English language classrooms in a Chinese university, using two-stage surveys. The study finds positive affective factors in personality and motivation, though participants experienced challenges in learning business English vocabulary and improving English skills. Participants used different learning strategies and styles, and required varied helpful strategies for enhancing business English teaching and learning. Participants had high levels of cognitive engagement, behavioral engagement, emotional engagement, enjoyment, focus, and task familiarity in business English learning. Though participants still encountered problems, they reported learning gains in business English vocabulary expansion, improvement in business writing, workplace communication, business knowledge and culture, business reading, problem solving, listening, interest in English and critical thinking skills. This study is providing empirical evidence of individual differences with China’s non-English-major learners in business English learning and how the individual differences relate with engagement and learning outcomes. The study also implies for practice that business English teachers should adapt their teaching approach and strategies to accommodate to individual differences.

Student engagement in the Flipped Classroom model implemented in online learning

Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning.

Work station learning activities (WSLA) through the ICAP framework: a qualitative study

BackgroundEngaging, student-centered active learning activities, such as team-based learning (TBL) and laboratory practices, is beneficial to integrate knowledge, particularly in Medicine degree. Previously, we designed and implemented workstation learning activities (WSLA) inspired by TBL, which proved effective for learning requiring higher-order thinking skills. We now hypothesize that WSLA may also have the potential to be framed into a theoretical model that stratifies learning into interactive, constructive, active and passive modes (ICAP hypothesis).MethodsAn interpretive qualitative research study was conducted to evaluate this idea. Semi-structured interviews were conducted with students enrolled in health science programs after WSLA sessions, consisting of a series of activities accompanying a traditional lecture. Interviews were analyzed according to a deductive approach. Theoretical themes and subthemes driving the analysis were organized around the ICAP modes: passive, active, constructive, and interactive. An inductive approach was applied to provide additional insights.ResultsStudents valued preparatory lectures as well as corresponding WSLA activities as highly motivating, especially for the ability to integrate concepts. Although previous research shows that not all activities require high levels of cognitive engagement, students appreciated the opportunity the WSLA provided to discuss and clarify concepts as a group. Furthermore, feedback from professors and peers was highly appreciated, and helped students to construct new knowledge.ConclusionIn this work, by focusing in understanding the student’s experience, we have evaluated for the first time the WSLA approach in relation to the ICAP model. We found that not only the activity type determines the learning mode, but also the environment accompanying WSLA is a determining factor. Our findings can guide future development of the WSLA approach, which represents an interactive learning methodology with strong potential within the ICAP framework.Trial registrationNot applicable.

Team Meeting 101: An Investigation of Cognitive Engagement and Self-Efficacy in a Unique Active Learning Instructional Technique

Many forms of active learning are popular in the college classroom, including case studies, role-plays, simulations, problem-based learning, and some discussion-based activities. Team Meeting 101 is an active learning technique that draws from each of these with the goal of helping students apply academic content and build transferable skills. The purpose of this paper is to explore the levels of cognitive engagement this instructional activity generates, as well as the impact it has on students’ self-efficacy. Participants (n = 167) generally indicated high levels of cognitive engagement and had positive perceptions of Team Meeting 101. Statistically significant increases in students’ (n = 124) self-efficacy were also reported in a number of transferable skills following participation in Team Meeting 101. These results suggest that Team Meeting 101 can be an effective instructional technique for educators in the recreation and leisure administration discipline, as well as associated fields like sports management and hospitality management.

Implementing Technology: Measuring Student Cognitive Engagement

In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The year after the initial rollout of the devices, IPI-T data was collected three times. Additionally, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which is associated with higher-levels of cognitive engagement.

An active cognitive lifestyle as a potential neuroprotective factor in Huntington's disease

A cognitive stimulating lifestyle has been observed to confer cognitive benefits in multiple neurodegenerative diseases. However, the underlying neurobiological basis of this phenomenon remains unclear. Huntington's disease can provide a suitable model to study the effects and neural mechanisms of cognitive engagement in neurodegeneration. In this study, we investigate the effect of lifestyle factors such as education, occupation and engagement in cognitive activities in Huntington's disease gene carriers on cognitive performance and age of onset as well as the underlying neural changes sustaining these effects, measured by magnetic resonance imaging. Specifically, we analyzed both gray matter volume and the strength of connectivity of the executive control resting-state network. High levels of cognitive engagement were significantly associated with more preserved executive functions, a delay in the appearance of symptoms, reduced volume loss of the left precuneus and the bilateral caudate and a modulation of connectivity strength of anterior cingulate cortex and left angular gyrus with the executive control network. These findings suggest that a cognitively stimulating lifestyle may promote brain maintenance by modulating the executive control resting-state network and conferring protection against neurodegeneration, which results in a delayed onset of symptoms and improved performance in executive functions.

Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated

The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them.

How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement

The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N=175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (β=.35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.

Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

Team-based learning (TBL) is one strategy for improving team-work and critical thinking skills. It has proven to be an engaging teaching pedagogy in face-to-face classes; however, to our knowledge, it has never been implemented online in a 3-D virtual world. We implemented virtual TBLs in an online undergraduate anatomy course using Second Life™, and evaluated whether it engaged students. This study was conducted over two semesters with 39 total students. Surveys and content analysis of transcripts were used to evaluate student engagement. Our results indicate virtual TBLs were engaging for most students. The average engagement score was 7.8 out of 10 with 89.2% of students reporting a score of 6 or above. Students exhibited high levels of cognitive engagement during the clinical application portion of the TBL process. Males felt more emotionally engaged than females; however, most measures of engagement indicated no differences between groups of students (mode of communication, previous technology experience, gender, and performance); therefore, virtual TBLs may be engaging for a broad range of students. Ninety-five percent of students agreed that this was a worthwhile experience. In light of this evidence, we feel that virtual TBL sessions are valuable, and could be implemented in other online courses.

Acute Cognitively Engaging Exergame-Based Physical Activity Enhances Executive Functions in Adolescents.

The study aimed to elucidate the influence of cognitive engagement comprised in an acute bout of exergame-based physical activity on executive functions (inhibition, cognitive flexibility) in adolescents. Therefore, the level of cognitive engagement and the intensity of physical activity were systematically varied across three experimental conditions. Sixty-five healthy male adolescents (13–16 years) were randomly assigned to one of three conditions: (a) physical activity with high levels of cognitive engagement during active video gaming, (b) physical activity with low levels of cognitive engagement during active video gaming, (c) sedentary with low levels of cognitive engagement during passive video watching. Manipulation checks, including subjective and objective operationalizations of cognitive engagement, were applied. Executive functions were assessed before and after each condition using the D-KEFS design fluency test. Results showed that cognitive engagement, operationalized by subjects’ ratings and heart rate variability, differed between conditions. The physical activity condition with a high level of cognitive engagement resulted in significantly better performance in cognitive flexibility compared to conditions with low levels of cognitive engagement. Regarding benefits for executive functions in male adolescents, the results indicate that acute physical activity with high cognitive engagement could be more efficient than physical activity of the same intensity with low cognitive engagement. Even though further evidence is needed, these results extend previous research and suggest a methodological approach for measuring cognitive engagement.

Impact of interactive technologies on stimulating learning experiences in a museum

This research proposes a model to assess visitors’ learning and engagement with interactive technologies. We test this model with a field study conducted at a French museum where 174 surveys were returned. The results indicate that IT dimensions, namely ease-of-use and interactivity, influence emotional processes (authenticity and cognitive engagement), which in turn influence learning. Our findings show that when users perceive the interaction with technology as being intuitive and interactive, they experience higher levels of cognitive engagement. We also provide recommendations to professionals of the edutainment sector to use interactive technologies to engage their audiences, thereby ensuring positive learning experiences.

Interaction and Cognitive Engagement in Online Discussions in Professional Development Leadership and Management Course at a Private Nursing Institution

In the Post RN BScN curriculum, one of the courses “Professional Development and Leadership (PDLM)” was offered as blended mode for the first time. In order to explore the students’ interactions and Cognitive Engagement (CE) in Online Discussion Forums (ODFs), the research team conducted a retrospective study for the first time at a private nursing institution of Karachi-Pakistan. The study was conducted by utilizing the retrospective qualitative paradigm of discourse analysis to understand student’s CE in ODFs. The study has addressed the following one main and three subsidiary research questions: How do threaded discussions (in the part of online forums) enable or hinder the student’s level of cognitive engagement in a blended learning course (PDLM course)? All the course enrollees were invited to participate in the study; 24 of 81 students provided the written consent to participate in the study. The participants of the research study were both males and females; of which males were (20.8%) whereas females were (79.2%). However, only (92.3%) of the participants’ completed the Online Monkey Survey tool for demographic details. The data was collected after the university’s ethical review committee’s clearance. The scripts of ODFs from two online modules (named as Module A & B) were used for this study, which were triangulated through Focus Group Discussions (FGDs). The researcher used discourse analysis to explore the interrelations between words and the context in which the words are used. This assisted in establishing the links to determine the patterns of interaction and the levels of CE of the learners. Levels and categories of CE defined by Zhu (2006) were used as a guideline for discourse analysis of the discussion forums of two modules. Categories were assigned various levels to understand the specific kinds of interactions as explained within the selected analytical framework. The categories and levels include question type I and II, statements type I-VI, reflection type I and II, mentoring and scaffolding. It is observed from the results that majority of the participants used statements type I which is responding to the direct questions, whereas, seeking clarifications (either question type I or II) was not much observed. Mentoring and Scaffolding are higher levels of CE, however, only less number of responses observed in both the modules A and B. Moreover, study participants reported high level of engagement with the positive role of faculty facilitation and felt more comfortable in participating through a virtual learning environment. It was recommended to set netiquettes, to have sound training to those learners whose ICT skills need improvement and to consider in-depth key informant interviews with each research participant soon after they posted a comment on ODF, will bring more insight in understanding CE.

Proposal for a community-based disaster management curriculum for medical school undergraduates in Saudi Arabia.

Health professional preparedness is a key element of disaster response; overall there is a need for increased disaster medicine training worldwide. The objective of this study was to design and develop a curriculum in community-based disaster medicine for Saudi Arabian medical undergraduates. A structured five-step approach was used to develop a curriculum. Expert stakeholders from the Saudi Arabian and international disaster medicine communities were surveyed to determine objectives and content. Learning strategies were carefully considered to maximize participation and retention. Particular attention was paid to equipping learners with the teaching skills required to promote disaster preparedness in their local communities. The course consists of 2 weeks of classroom activities followed by 8 weeks of e-learning structured within five domains of disaster medicine. The curriculum introduces core principles in emergency medicine, public health, and disaster management. Simulations, experiential activities, case studies, and role-playing activities are all used to promote higher levels of cognitive engagement. Special content addresses the adult-learning process, and students design their own community-based seminars in disaster preparedness. The curriculum is designed to promote learning in disaster medicine. Given the paucity of disaster medicine educators in the region, student graduates of this program would be able to improve disaster preparedness in Saudi Arabia by launching their own community-based disaster preparedness initiatives. The program could also be adapted for use throughout the Middle East.

The Impact of Supplemental Instruction on Low-Achieving Adolescents’ Reading Engagement

ABSTRACT The authors examined the impact of a supplemental reading course on 462 sixth-grade students’ reading engagement and performance as compared with 389 students in a control group. They further explored students’ cognitive strategy use through think aloud processes with a subset of students who participated in the intervention. Participating students reported significantly higher levels of strategy use, intrinsic motivation, extrinsic motivation, and self-efficacy as compared with the control group. Think aloud measures indicated students who participated in supplemental instruction exhibited higher levels of cognitive engagement at the end of the intervention than they exhibited at the start of the intervention. There was no significant impact on students’ reading performance as measured by a standardized test.

Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children

Using data from the National Survey of Child and Adolescent Well-being II, the authors examined whether being placed in foster care was associated with school engagement and performance. The authors used propensity score matching to compare children who had similar demographic characteristics, maltreatment histories, and prior levels of school engagement. Children who were in foster care at wave 2 were found to have higher levels of cognitive engagement in school compared to children who were maltreated but never removed from their homes. It is recommended that children who are maltreated but remain in their familial home receive additional intervention related to their educational engagement.

Ontological Clarity, Cognitive Engagement, and Conceptual Model Quality Evaluation: An Experimental Investigation

When analysts build information systems, they document their understanding of users’ work domains via conceptual models. Once a model has been developed, analysts should then check it has no defects. The literature provides little guidance about approaches to improve the effectiveness of conceptual model quality evaluation work. In this light, we propose a theory in which two factors have a material impact on the effectiveness of conceptual model quality evaluation work: (a) the ontological clarity of the conceptual models prepared, and (b) the extent to which analysts use a quality evaluation method designed to cognitively engage stakeholders with the semantics of the domain represented by a conceptual model. We tested our theory using an experiment involving forty-eight expert data modeling practitioners. Their task was to find as many defects as possible in a conceptual model. Our results showed that participants who received the conceptual model with greater ontological clarity on average detected more defects. However, participants who were given a quality evaluation method designed to cognitively engage them more with the semantics of the domain did not detect more defects. Nonetheless, during our analysis of participants’ protocols, we found that those who manifested higher levels of cognitive engagement with the model detected more defects. Thus, we believe that our treatment for the level of cognitive engagement evoked by the quality evaluation method did not take effect. Based on our protocol analyses, we argue that cognitive engagement appears to be an important factor that affects the quality of conceptual model evaluation work.