Increase Student Engagement Research Articles

Optimizing the Potential of Technology-Based Learning Increases Student Engagement

Technology-based education has developed rapidly in recent years. The use of technology in learning environments provides an excellent opportunity to increase student engagement, enhance their learning experience and prepare them for the demands of an ever-changing digital world. The aim of this paper is to explore the potential of technology-based learning to increase student engagement. First, this article presents various technology tools and platforms that can be used for learning. In an age dominated by digital devices, there are many tools and apps that can help create engaging and interactive learning experiences. For example, smartphone apps, interactive learning software and online learning platforms can be used to create rich content, realistic simulations and better student collaboration. In addition, this article examines the importance of paying attention to the diversity of student learning styles in a technology-enabled curriculum. Every student has unique learning preferences, and technology is enabling teachers to create learning experiences tailored to individual learning styles. For example, instructional videos, interactive simulations, and online discussions can be used for a variety of student learning needs. In addition, this article highlights the importance of involving students in making decisions about technology-based learning. By giving students the opportunity to actively participate in determining content, methods and learning objectives, they feel more involved and responsible for their learning. Through active participation, students can develop the critical thinking, creativity, and problem-solving skills needed in a changing society. Lastly, this article emphasizes the importance of continuous assessment and progress in technology-based learning. To ensure the effective use of technology, it is necessary to continuously assess its impact on student learning. In addition, continuous efforts must be made to further develop and update the technology used in learning so that it can continue to meet the growing needs and demands of learning. In short it can be said that the use of technology in teaching offers excellent opportunities to increase students' willingness to learn. Through the use of different technology tools and platforms, accommodating the diversity of student learning styles, involving students in decision-making, and continuous evaluation and progress, the potential of technology-based learning can be optimized to create more dynamic, engaging and important learning experiences for today's students.

The Role of Mobile Technology in Improving Accessibility and Quality of Learning

The development of information technology, especially in the form of mobile technology, has sbrought revolutionary changes in various fields of life, including education. The widespread use of mobile devices such as smartphones and tablets has opened up new opportunities for learning and significantly increased the accessibility and quality of learning. The purpose of this summary is to describe the important role mobile technologies play in improving the accessibility and quality of learning. With the help of descriptive methods and literary analysis, the positive effects of mobile technologies on learning are examined. First, mobile technology has broken down geographical and physical barriers to access learning. The ability to access learning materials and educational resources via mobile devices has opened the door to distance learning and self-study. Students can now study anywhere, anytime, increasing the flexibility of the learning process. Second, mobile technology enables the use of interactive and engaging learning applications and platforms. Many educational apps available online offer innovative learning methods such as educational videos, educational games and interactive quizzes. This helps increase student engagement and interest in the learning process, which has a positive impact on their motivation and academic performance. In addition, mobile technology enables more effective collaboration and communication between students, teachers and parents. With the help of communication apps and online learning platforms, teachers can provide real-time feedback, strengthen teacher-student relationships, and facilitate parental involvement in their children's academic development. However, this summary also highlights some of the challenges and concerns that need to be addressed when learning to use mobile technology. Issues such as unequal access to technology, the potential for distracting concentration due to distracting devices, and the importance of student data security and privacy need to be carefully considered. As we recognize the increasingly important role of mobile technology in education, we can take advantage of the opportunities and opportunities offered by this technological revolution to increase the accessibility and quality of learning. With the integration of smart technology and the right support, mobile technology-based learning can become one of the main pillars of a more inclusive and innovative education in the future.

Pemanfaatan Teknologi Pendidikan dalam Meningkatkan Karakter Anak Bangsa di Era Digital

Education plays a key role in shaping the character of the nation's children. In today's digital era, technology has great potential to improve education and develop children's character. This research aims to explain how the utilisation of technology in education can be an effective means to improve the character of the nation's children. The research involves a literature analysis to explore the role of technology in the context of character education. The findings show that the integration of technology into the curriculum can facilitate more interactive learning, present moral challenges, and increase student engagement. In addition, the use of technology can help develop critical skills, cooperation and problem-solving, all of which are important aspects of character. However, this research also underlines the need for a balanced approach. While technology provides benefits, character education still requires a holistic approach involving social interaction, cultural values and balanced personality development. Therefore, this research provides insights into how technology can be positively integrated into the education curriculum to improve the character of the nation's children. The results of this research are expected to provide practical guidance for educators, policymakers and curriculum makers in developing educational strategies that focus on the character of the nation's children through the utilisation of technology. Thus, it is expected to realise a young generation that is not only technologically competent but also has a strong character that can face global challenges with integrity and leadership.

Effectiveness of a Learning Analytics Dashboard for Increasing Student Engagement Levels

Learning Analytics Dashboards (LADs) are gaining popularity as a platform for providing students with insights into their learning behaviour patterns in online environments. Existing LAD studies are mainly centred on displaying students’ online behaviours with simplistic descriptive insights. Only a few studies have integrated predictive components, while none possess the ability to explain how the predictive models work and how they have arrived at specific conclusions for a given student. A further gap exists within existing LADs with respect to prescriptive analytics that generate data-driven feedback to students on how to adjust their learning behaviour. The LAD in this study attempts to address this gap and integrates a full spectrum of current analytics technologies for sense-making while anchoring them within theoretical educational frameworks. This study’s LAD (SensEnablr) was evaluated for its effectiveness in impacting learning in a student cohort at a tertiary institution. Our findings demonstrate that student engagement with learning technologies and course resources increased significantly immediately following interactions with the dashboard. Meanwhile, results showed that the dashboard boosted the respondents’ learning motivation levels and that the novel analytics insights drawn from predictive and prescriptive analytics were beneficial to their learning. This study, therefore, has implications for future research when investigating student outcomes and optimizing student learning using LAD technologies.

Enhancing chemistry education through technology-enhanced learning: Impact on student outcomes

This scientific poster presentation highlights the student-led feedback and modifications made to improve chemistry subjects, along with the subsequent impact on student outcomes. Our team has embraced technology-enhanced learning as an effective approach to enhance the learning experiences of a diverse student cohort. The literature emphasizes that blending face-to-face, online, and self-paced learning tools lead to increased student engagement and improved learning outcomes (Serrano et al., 2019). Our chemistry subjects have undergone significant evolution to incorporate technology-enhanced elements, such as custom-made resources like short lightboard videos and virtual laboratories, which are integrated with our active classroom environment. This integration of theory and practice fosters meaningful, dynamic, and student-centered learning, drawing upon Lev Vygotsky's Zone of Proximal Development (ZPD) to provide differentiated instruction through scaffolding. Our diverse student cohort consists of individuals with varying chemistry backgrounds and enrolled in different degree programs, yet they all undertake the same chemistry subjects. To cater to the varying entry-level knowledge, scaffolding resources have been provided to guide students with lower proficiency through complex concepts, while additional resources engage and challenge more experienced students. This approach places active classes within the optimal zone, where the average student is challenged beyond their comfort zone but not to the extent of disengagement. This instructional approach is complemented by a sociocultural structure that encourages critical engagement among students working in peer groups as well as with the educator. In the absence of our team, virtual educators, via our lightboard videos, support this sociocultural, student-centered approach between classes. The presentation will showcase innovative initiatives that embody the evolution of technology-enhanced learning, with a particular focus on the impact of lightboard videos and virtual laboratory experiments on students' overall learning experiences and outcomes. The influence of these resources is evident locally, nationally, and internationally, as demonstrated by usage statistics and invitations to showcase our work. These resources have garnered strong support from peer reviewers, academics, high school teachers, and key stakeholders. Through this abstract, we aim to provide a concise overview of our innovative approach to chemistry education, emphasizing the positive impact of technology-enhanced learning on student outcomes. Our findings contribute to the growing body of knowledge on effective instructional strategies in science education, and we believe they have the potential to inform and inspire educators in their pursuit of enhancing student learning experiences.

‘Even with the craziness, it worked’: PE teachers working in and with an Activist Approach

ABSTRACT Background As one pedagogical approach, an Activist Approach to teaching offers a structure for inquiry-oriented, learner-centered processes for context-specific educational endeavors (Oliver and Kirk [2015]. Girls, Gender, and Physical Education: An Activist Approach. New York: Routledge). With its four critical elements of student-centered pedagogy, attentiveness to issues of embodiment, inquiry-based learning centered in action, and listening and responding over time, this approach was developed to engage disengaged girls in PE. An Activist Approach has since expanded into coeducational PE, after-school sport and dance clubs, work with socially vulnerable youth, and teacher education programs. While increased interest exists with scholars learning to integrate an Activist Approach with youth in physical education and physical activity settings, little research exists with physical education teachers learning to use the approach in their own classrooms. Purpose This study’s purpose was to explore secondary physical education teachers’ perceptions of working in and with an Activist Approach. Methods This paper draws from a longitudinal study in PE professional development for physical education teachers learning to use an Activist Approach. Participants included six physical education teachers (three middle school and three high school) with 7–34 years of experience teaching across four school districts, plus four researchers. With the reflective and integrative process of an Activist Approach, data analysis took place in three levels as not only as a culminating review but also serving as a regular, ongoing feature to help build the programming workshop-to-workshop. Findings The first theme explores teachers’ perspectives working in an Activist Approach, highlighting their engagement in a community of learners and how they broadened their perspectives of content. The second theme examined teachers’ perspectives on their students working with an Activist Approach, demonstrating teachers’ recognition of increased student engagement and its intersection between incorporating student voice in the curriculum and developing relationships. Conclusion While we have known an Activist Approach allows us to meet the needs of those involved because of its commitments to the four critical elements, never could we have imagined a pandemic as the context within which we would find ourselves working. Nonetheless, an Activist Approach helped us create a professional development program that met teachers where they were in the moment and guided teachers in meeting students where they were in the moment. For these teachers, having opportunities to share with and hear from each other was critical to not feeling alone and helped them connect to their specific contexts, increasing their abilities to better hear their students’ needs.

Peningkatan Hasil Belajar Peserta Didik Melalui Model Pembelajaran Discovery Learning Berbantuan Audio Visual pada Fase D SMPN 19 Surakarta

This study evaluates the impact of the implementation of the Independent Curriculum at SMPN 19 Surakarta. The focus of the research is on the subjects of Catholic Religious Education and Ethics in grade VIII G Phase D. The implementation of this curriculum presents significant challenges for students and teachers, which requires comprehensive improvements to ensure the effectiveness of education in general, and specifically on the subjects of Catholic religious education and ethics to match the spirit of the Independent Curriculum.In overcoming these challenges, the research proposes a solution in the form of an Audio Visual Assisted Discovery Learning Learning Model. This model has been shown to effectively improve learning outcomes (cognitive) and affective outcomes dimensions Have of faith, Learners on two cycles of research. Affective results showed a significant increase from cycle I to cycle II with an average increase in achievement of 15%. Likewise with learning outcomes, showing an average increase in achievement of 15%. Although the Audio-Visual Assisted Learning Discovery Learning Model has proven effective, researchers recommend further evaluation of the model's implementation in various educational contexts. SMPN 19 Surakarta needs to continue to improve learning strategies, increase student engagement, and pay attention to the readiness of teachers and facilities and infrastructure in order to integrate audiovisual technology. Regular training for teachers and intensive support in teacher empowerment are also needed to ensure the success of education transformation in accordance with the spirit of the Independent Curriculum.

Course-Based Undergraduate Research Experiences as a Potential CURE-All for Applied Research Training and Real-World Knowledge Acquisition

Calls have been made for higher education to offer students hands-on and experiential learning opportunities. This paper explores the development and implementation of an advanced undergraduate research methods course offered in fall 2020 and 2022. After initially conducting research on its first offering in 2020, the instructor navigated changes based on self-reflective, student, and community partner feedback. Students, agency partners, and the instructor-of-record participated in mid and end-of-semester evaluations, focus groups, interviews, and follow-up surveys during both iterations of the course with new data offering insights into course perceptions, pitfalls, and impact. Findings suggested that students had generally positive experiences in the class. The course’s applicability and relevance additionally contributed to increased student engagement and motivation. While prior literature identifies the utility of experiential learning in gaining real-world research skills, the applied criminal justice research course additionally highlights motivation and investment as defining characteristics.

Improving Learning Outcomes Through Interactive Learning Media Based on Macromedia Flash

In order to adapt to the curriculum changes from 2016 to 2020 in the Air Navigation Engineering D3 Program, an innovative approach utilizing interactive learning media is required. This aims to support curriculum transformation due to technological advancements and the needs of the professional world. Therefore, the objective of this research is to assess the improvement of learning outcomes through the use of interactive learning media in teaching about navigation aids. The research subjects are D3 Air Navigation Engineering 13th Alpha and Bravo cohorts. Data collection was obtained from learning outcomes through Evaluation and Interactive Learning Media on Flight Navigation Aids. This research is a quasi-experimental quantitative study using pretest-posttest design. The conclusion drawn from the review and data analysis, to assess the validity using SPSS, is that the calculated r-value (r) is greater than the critical r-value (r 0.30), indicating that the questionnaire items are valid. Meanwhile, for the reliability test results, a Guttman SplitHalf coefficient correlation value of 0.929 was obtained, which is ≥ 0.80. The Cronbach's Alpha value was 0.861. It can be concluded that all items of the ability variable (x) are valid. The pre-test and post-test scores in the control group were 40 and 75, respectively. Whereas in the experimental group, the class provided with interactive learning media obtained pre-test and post-test scores of 45 and 85, respectively. Therefore, this learning media can lead to increased student engagement and a significant improvement in their academic success

ChatGPT as Co-Advisor in Scientific Initiation: Action Research with Project-Based Learning in Elementary Education

Background: In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives: To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design: An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants: The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis: Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results: The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion: The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations.

RESOURCE REAPPROPRIATION APPROACH

The resource reappropriation approach, as examined in this study, has shown positive effects on student engagement and learning outcomes. By reusing existing resources and tailoring them to meet individual student preferences and interests, educators can create more engaging and relevant learning experiences. The traditional "one size fits all" approach often struggles to adapt to the diverse needs and interests of students, resulting in limited achievement and a lack of engagement. The resource reappropriation approach addresses this issue by providing a personalized learning experience for each student. The study employed a mixed-methods research design, combining a literature review with surveys and questionnaires administered to both educators and students. The literature review helped gather existing knowledge and theoretical frameworks related to personalized learning and content reappropriation, providing a foundation for the study. Surveys and questionnaires were then used to collect educators and students’ perspectives and experiences with the resource reappropriation approach. The findings of the study indicated that the resource reappropriation approach had a positive impact on student engagement and learning outcomes. By tailoring learning materials to students’ preferences and interests, educators were able to create more meaningful and relevant content, resulting in increased student engagement. Additionally, the personalized nature of the approach contributed to improved learning outcomes, as students were more motivated to actively participate in their education. The resource reappropriation approach offers a promising method for improving student engagement and learning outcomes. By acknowledging and catering to students' individual needs and interests, educators can create a more personalized and effective learning environment.

Improving Students’ Mastery of Simple Past Tense By using Real – Life Context Learning Model at Harapan Mandiri Senior High School Medan

Community service is a form of contribution carried out by individuals or groups to enhance well-being and provide positive benefits to the community at large. This activity is undertaken with the aim of assisting, empowering, and offering solutions to various problems or needs faced by the community. This program was inspired from the writers’ desire to improve the students’ understanding and mastery on Simple Past Tense at Senior High School of Harapan Mandiri School Medan in the third grade XII IPA IV in which the students consisting of 36 students. This program was conducted during one week on August 2023. This activity implements real-life context learning model in improving the students’ understanding and mastery on simple past tenses. This program runs successfully and as it was expected. The students undergo the progress after the program conducted, for instance, the students are able to write the composition using simple past tense with theme such as last holiday or past experiences, they also are able to use the simple past tense to be, modals and verbs in speaking. The Real-Life Context learning model has had a significant impact on education like conducted in Senior High School of Harapan Mandiri Medan, as it has contributed to increased student engagement, motivation, and preparedness for getting learning success especially English. 
 Key words: Simple Past Tense; Real-Life Context Learning Model

Culturally Responsive Computing in teacher training: Designing towards the transformative learning of girls in STEM

This Design-Based Research (DBR) study was conducted over a two-year period, and investigated the transformative learning of six high school computer science teachers through the application of professional development (PD) training with a focus on Culturally Responsive Computing (CRC). Findings reveal ways in which teachers’ understanding and enactment of CRC in their classrooms led to increased student engagement, knowledge of diverse learning needs, and improved access to cultural resources to specifically meet girls’ needs. The authors discovered positive effects on the teachers’ strategies in the classroom, especially in terms of understanding how historically marginalized students benefit from instruction that considers their cultural practices and gender identities.

A Conceptual Persuasive Development Framework to Change Students’ Behaviour in Massive Open Online Courses: A Review

Some experts attribute the relatively low completion rates of Massive Open Online Courses (MOOCs) partly to user dissatisfaction with the system. Live instructors are absent from MOOCs due to their delivery through virtual learning platforms. A distinctive feature distinguishing MOOCs from other e-learning systems is the significantly higher ratio between users and instructors. Consequently, the main challenges include limited interaction between students and study materials and the heightened need for instructor guidance. Consequently, enhancing the design of the existing MOOCs system is imperative to create a more engaging learning experience. Previous studies have attempted to incorporate persuasive design elements into e-learning systems. However, these studies must integrate persuasive design with motivational factors and effective learning strategies to encourage student behavior change and increase student engagement. The present study utilizes prior literature to establish a conceptual framework for persuasive e-learning development, known as PEDAL, which integrates motivational factors, learning strategies, and persuasive design principles. The initial section of the paper introduces issues related to student motivation, learning strategies, the MOOCs platform, and the potential impact of persuasive technology on enhancing the effectiveness of MOOCs. The subsequent section elucidates the methodology employed for the literature search. The third section explains the mechanisms of the PEDAL framework and discusses relevant previous literature that contributed to its development. Finally, the last section outlines the framework's limitations and potential future improvement. The paper also outlines how the proposed conceptual framework can be applied to design an effective e-learning system.

Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework

In recent years, the rapid growth of virtual reality has opened up new possibilities for creating immersive virtual worlds known as metaverses. With advancements in technology, such as virtual reality headsets, and the emergence of applications with social interaction, metaverses offer exciting opportunities for STEM (Science, Technology, Engineering, and Mathematics) education. This article proposes the integration of metaverses into STEM courses, enabling students to forge connections between different subjects within their curriculum, to leverage current technological advancements, and to revolutionize project presentations and audience interaction. Drawing upon a case study conducted with students enrolled in the “Proyectos RII 1: Organización y Escenarios” course at the Escuela Politécnica Superior de Alcoy of the Technical University of Valencia (Spain), this article provides a comprehensive description of the methodology employed by the students and professors. It outlines the process followed, shedding light on the innovative use of metaverses in their projects. Moreover, the article shares valuable insights obtained through surveys and personal opinions gathered from students throughout the course and upon its completion. By exploring the intersection of metaverses and STEM education, this study showcases the transformative potential of integrating interactive virtual environments. Furthermore, this work highlights the benefits of increased student engagement, motivation, and collaboration, as well as the novel ways in which projects can be presented and interactions with audiences can be redefined.

Modelling in the scientific approach to teaching life and earth sciences: Views and practices of Moroccan teachers

Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary, junior high and high school levels. The study aims to highlight the role of modelling in life sciences instruction and explore teachers' understanding, approaches and perceptions towards models and modeling practices. A questionnaire-based methodology was employed to collect data on teachers' awareness of the significance of models in life sciences and the instructional approaches that are adopted in these models. The findings reveal Moroccan teachers' clear grasp of models' significance in teaching life sciences. Moreover, they employ similar approaches to models and modeling practices. The research highlights instructors' awareness of models' potential to increase the effectiveness and appeal of scientific instruction. It establishes modeling's pivotal role in instructing life sciences, emphasizing the need to incorporate modeling activities into the curriculum to nurture students' scientific inquiry and problem-solving skills. The study's practical implications suggest the value of training programs and professional development initiatives for teachers to promote model use in life sciences instruction. Enhancing teachers' knowledge and pedagogical strategies related to modeling can enrich science education leading to increased student engagement and achievement in the life sciences.

Construction of Ideological and Political Mixed Teaching in Higher Education under the Digital Transformation

This article focuses on the current demands for reform in ideological and political education in higher education, within the context of the digital information and communication era. Specifically, it proposes a plan for integrating ideological and political education into higher education courses using the widely-used blended learning mode in a digitally transformed environment. This plan aims to leverage digital teaching methods, such as the development of multimedia courseware, to enrich classroom teaching content, increase student engagement and learning outcomes, deepen students' understanding and awareness, and enable them to effectively absorb a wealth of information in a limited time. By subtly linking the process of learning professional knowledge with their personal, social, and national development, this plan seeks to foster a professional education philosophy that cultivates "socialist successors."

Game-based Instructional Effectiveness of Pancasila and Citizenship Education to Increase Student Engagement in Learning

This research is development research using a gamification model that combines games, aesthetics and thinking skills to attract attention, engage, motivate, promote an instruction, and solve problems. This shows that learning media facilitates the interaction of teachers and students in the learning process and is one of the factors supporting the success of learning objectives. Data collection techniques were obtained through literature and field studies by gathering relevant theories and research, observation, interviews, and questionnaires. The research method that will be used in this study is the ADDIE model research and development method and will be planned for one year. This research will be conducted in public elementary schools. At this stage the aim of this research is (1) display suitability (2) media effectiveness (3) language suitability (4) suitability. The results of the study show that students are involved in fun games so that instruction is very fun and increases engagement in learning.

An Office-Space Lightboard Studio for Creating Professional Pre-Lecture Videos with Increased Student Engagement

An Office-Space Lightboard Studio for Creating Professional Pre-Lecture Videos with Increased Student Engagement

Primary Student and Teacher Game Based Learning Engagement: The Problem and the Challenge

Teacher and student engagement are critical factors that have a significant impact on the learning process. The use of educational games has been shown to make learning more interactive and fun, while also promoting a sense of motivation and engagement among students. This paper aims to investigate the factors that influence student and teacher involvement in game-based learning and how to minimize the potential problem during the classroom intervention. In this preliminary study, we employ a literature review method to find the correlation between teacher and student perspectives in games, and how game-based learning potentially can improve this engagement. Research has found that teacher and student engagement are crucial factors in the learning process and that teachers play a vital role in promoting student engagement. Students who view games as relevant to their learning goals tend to be more engaged and motivated to learn. When teachers view games as a valuable tool for teaching and learning, they are more likely to incorporate them into their instruction and create opportunities for students to use them. This, in turn, leads to increased student engagement, motivation, and learning. Additionally, the use of games in the classroom has the potential to enhance the learning experience for both teachers and students. A key purpose for this review is to provide a framework that teachers might use to construct effective classroom engagement pedagogies.
 Keywords: teacher and student engagement, educational game, game-based learning