Engagement Instrument Research Articles

Investigating the Role of Virtual Reality to Support Community Engagement

Virtual Reality (VR) interfaces are known to provide users with immersive experiences to support tasks such as training or developing an understanding of topics in various domains. However, research relating to using VR to learn about unfamiliar settings and supporting attitudes towards these settings, particularly through lower-cost VR technology is limited in nature. In this article, we describe an exploratory study to investigate low-cost VR technology use on attitudes toward community engagement activities. We selected the issue of homelessness, due to the prevalence of this issue in the city where the study took place. We focused on the experiences of conducting community engagement activities as part of the study. Ten participants experienced becoming homeless through an immersive VR application. In order to investigate the impact on attitudes, a community engagement instrument along with perspective-taking subscale were presented to participants prior to and after the VR experience. Statistical analysis revealed significant differences in both the attitude and behavior subscales, suggesting a positive change in intention to participate in their community and to make a difference based upon the VR experience. Implications from the work relate to the design of a procedure which can be used by educators and researchers alike, to determine the attitudinal impacts of VR environments, along with providing awareness of the benefits and practicalities of utilizing low-cost VR technologies within a classroom environment.

Learners Engagement in Online Teacher Professional Development: Scale Development and Validation

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method, involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.

Validation of the Learner Engagement Instrument for Continuing Professional Development.

Learner engagement is the energy learners exert to remain focused and motivated to learn. The Learner Engagement Instrument (LEI) was developed to measure learner engagement in a short continuing professional development (CPD) activity. The authors validated LEI scores using validity evidence of internal structure and relationships with other variables. Participants attended 1 of 4 CPD courses (1 in-person, 2 online livestreamed, and 1 either in-person or livestreamed) in 2018, 2020, 2021, and 2022. Confirmatory factor analysis was used to examine model fit for several alternative structural models, separately for each course. The authors also conducted a generalizability study to estimate score reliability. Associations were evaluated between LEI scores and Continuing Medical Education Teaching Effectiveness (CMETE) scores and participant demographics. Statistical methods accounted for repeated measures by participants. Four hundred fifteen unique participants attended 203 different CPD presentations and completed the LEI 11,567 times. The originally hypothesized 4-domain model of learner engagement (domains: emotional, behavioral, cognitive in-class, cognitive out-of-class) demonstrated best model fit in all 4 courses, with comparative fit index ≥ 0.99, standardized root mean square residual ≤ 0.031, and root mean square error of approximation ≤ 0.047. The reliability for overall scores and domain scores were all acceptable (50-rater G-coefficient ≥ 0.74) except for the cognitive in-class domain (50-rater G-coefficient of 0.55 to 0.66). Findings were similar for both in-person and online delivery modalities. Correlation of LEI scores with teaching effectiveness was confirmed (rho=0.58), and a small correlation was found with participant age (rho=0.19); other associations were small and not statistically significant. Using these findings, we generated a shortened 4-item instrument, the LEI Short Form. This study confirms a 4-domain model of learner engagement and provides validity evidence that supports using LEI scores to measure learner engagement in both in-person and livestreamed CPD activities.

시민참여 측정도구 연구의 체계적 문헌고찰

Civic engagement activities are driven by policy expectations and utilities that focus citizen participation with the idea that they will lead to better outcomes. Depending on the level of direct participation, citizens can be categorized from dutiful to engaged citizens. Measures of citizenship, such as fostering a sense of ownership and active social participation, will ensure the sustainability of future societies and have a positive impact on democratic governance and economic development. A systematic review research method was applied to collect and characterize the literature on civic engagement measurement tools from 1994, when social capital research began to emphasize the importance of civic engagement, to the present. The results showed that civic engagement has expanded along with the changing roles and capacities of citizens required by society at large. Measurement analyses revealed that most instruments have very low levels of validity and reliability. When measuring civic engagement among adults who are active in their communities, there is a need to use instruments with a stronger measurement basis. There is a need to develop a civic engagement instrument that reflects the changing concept of citizenship and the nature of civic engagement and has good reliability and validity evidence.

ANALISIS KEAKTIFAN PESERTA DIDIK MADRASAH ALIYAH REJANG LEBONG MELALUI PENGAMATAN VIDEO PEMBELAJARAN PADA MATERI TEKANAN HIDROSTATIS DAN HUKUM PASCAL MENGGUNAKAN TRANSCRIPT BASED LESSON ANALYSES

This research was conducted to analyze student activities in Madrasah Aliyah Rejang Lebong. The data was then analyzed using the Transcript Based Lesson Analysis (TBLA) technique. This research carried out observations through learning videos which were documented on hydrostatic pressure and Pascal's law. The research method uses a mix method with an exploratory sequential approach where with this approach qualitative data is obtained first and then quantitative data can be obtained. The qualitative data that will be obtained will be in the form of conversation transcripts or conversational dialogue obtained using the TBLA technique. Then a more in-depth analysis of student activity can be carried out from the results of the student activity instrument obtained from the analysis of conversational dialogue which is adjusted to the category of student activity. The results of the research show that based on the student engagement instrument, the most prominent student activities are participating in carrying out their learning tasks, involved in problem solving and carrying out group discussions according to teacher instructions

The Impact of “Scratch” on Student Engagement and Academic Performance in Primary Schools

Abstract This study aimed to investigate the impact of the Scratch programming environment on student engagement and academic performance in primary informatics education. The research was conducted over three academic years (2020–2023) in educational organizations (ADAN and Navoiy schools) involving 170 first and third-grade students. The Student Engagement Instrument (SEI) was used to assess cognitive, emotional, and behavioral engagement, and academic performance was evaluated based on trimester grades in informatics. The results indicated significant improvement in both student engagement and academic performance post-implementation of Scratch. Cognitive, emotional, and behavioral engagement scores showed a marked increase, from an average SEI score of 3.3 to 4.0 for first graders and 3.7 to 4.4 for third graders. Similarly, academic performance demonstrated a considerable enhancement, with average grades rising from 53.5 to 80.3 for first graders and 57.3 to 84.5 for third graders over four trimesters. Teachers’ observational data, complemented by qualitative focus group discussions, reinforced these findings.

The relationship between student engagement and dropout risk in early adolescence

One of the most reliable predictors of school effectiveness is student engagement, which is not only related to students’ current achievement but also long-term outcomes. Using linear regression and structural equation modeling procedures, the present study was aimed at examining the relationship between dropout risk, dimensions of student engagement, and family background. The survey study involved 3251 7th grade Hungarian students who completed the adapted Student Engagement Instrument and self-reported background questionnaire. According to the results, student performance is mainly related to parents’ educational attainment, but a moderate or weak correlation with behavioral, academic, and cognitive engagement is also detectable. While affective engagement shows a weak association with performance, it correlates with other engagement dimensions linked to achievement. This result suggests that support from parents, peers, and teachers may have an indirect effect on achievement; however, the present study could not confirm this hypothetical model. Based on our data, parental educational attainment and student engagement account for approximately 41 % of student performance which draws attention to the complexity of the relationship between student engagement and performance and highlights the importance of a comprehensive approach to dropout and student engagement in this context.

Validity and Reliability Instrument of Fan Engagement with Sports Clubs on Social Media in Oman

Validity and Reliability Instrument of Fan Engagement with Sports Clubs on Social Media in Oman

Behind the Crowdsourcing Platform: Assessing Volunteer Recruitment and Engagement Instruments

Involving volunteers to perform tasks through crowdsourcing projects is gaining popularity. However, attracting volunteers and keeping them engaged throughout a project sets great challenges to project managers. This article analyzes the effectiveness of recruiting and engagement instruments on volunteers’ activity. A mixed-method approach has been used, including interviews with project managers and quantitative data from a large Dutch crowdsourcing platform. The research results show that crowdsourcing projects benefit from being part of a platform because of the higher activity of experienced participants. The study also provides empirical evidence supporting the effectiveness of timely communication and the speed of quality checks, both of which require project management resources. Finally, the study suggests that material rewards are less important for volunteer engagement than the intrinsic motivation of a point-based reward system.

Listen Like an Actor: The Key to the Performing Art of Therapy

ABSTRACT As both a therapist and an actor, O’Connell proposes that: 1) The artforms of acting and psychotherapy share the same core goal: to invite another person to embody a range of their humanity; and 2) Both artforms rely on the same core action to realize that goal – to listen. By listening to clients the way actors listen to their scene partners, O’Connell suggests that clinicians can maximize how we use our most essential instrument for therapeutic engagement: ourselves – particularly in terms of our implicit/nonverbal communication, or “subtext.” He emphasizes that listening like an actor is always the key to performing the art of therapy, no matter what “kind” of therapist we are, and no matter how our “scene work” takes place, (e.g. on “stage” or screen). Anecdotes from both therapy and acting are used to illustrate his ideas.

Validation of the French version of the student engagement instrument

<p>The purpose of this study is to explore the psychometric properties of the French version of the Student Engagement Instrument in order to perform a cross-cultural validation of its factorial structure, based on a sample of 919 French Canadian high school students. Results confirm the reliability of the instrument with good internal consistency (Cronbach’s alpha between .76 and .84). Confirmatory factor analysis shows the validity of the six scales composing the French version of the instrument. Results are significant as there were no standardized instruments with which to evaluate student engagement in high school students in French. Student engagement represents an important intervention target towards improving student achievement and preventing dropout.</p>

Assessment of Engagement and Disaffection With the Student Engagement Instrument

Research suggests the need to assess both positive and negative forms of student engagement. The purpose of this study was to pilot disaffection items with the Student Engagement Instrument (SEI) with a sample of middle school students from a rural area in the Southeastern U.S. This study explored the factor structure of the piloted items alongside the SEI, measurement invariance, and associations between student engagement and disaffection with educational outcomes such as mathematics and reading test scores, discipline referrals, and absences. Results hold implications for our theoretical understanding of engagement, suggesting that engagement and disaffection dimensions are theoretically and psychometrically distinct.

Measuring high school student engagement in science learning: an adaptation and validation study

ABSTRACT This study validated an instrument for measuring student engagement in the context of Chinese science curriculum reforms. We adapted existing items from well-designed instruments with the context of science learning and formed the initial instrument of the Student Engagement in Science Learning (SESL) consisting of 20 items in four subscales, including cognitive, emotional, behavioural, and agentic engagement. We recruited an expert panel to provide content and face validity during the adaptation process. The final sample of 578 was collected and analysed to provide the construct validity of the SESL instrument. The results from item analysis, confirmatory factor analysis, correlation analysis conformed the instrument's convergent and discriminant validity. Independent t-tests of gender and district groups confirmed the concurrent validity of the instrument. The Cronbach's coefficient alpha of the four subscales and the total scale are higher than 0.70, indicating the SESL instrument has the internal consistency reliability for measuring student engagement in science learning. Researchers and practitioners would benefit from the valid and reliable SESL instrument with the four constructs to measure and improve student engagement in science learning.

Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches

Background Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey’s typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few studies have analyzed the impact of application formats on attitudes or opinion questionnaires for LIF students. Aim To analyze the effect of self-administered vs read-aloud formats on LIF and typical development (TD) students using four psychological questionnaires for school contexts (Student Engagement Instrument, Multidimensional School Engagement Scale [MSES], Brief Multidimensional Student Life Satisfaction Scale, and School Participation Scale). Method A mixed factorial (2x2) design was used. Thirty-two students participated (14 to 19 years old; M = 15.39; SD = 1.27): 17 with LIF and 15 with TD. Results Reliability indices between formats for LIF students in most questionnaire subscales were found to be adequate and equivalent. All instrument subscales had appropriate intra-subject correlations between formats, indicating that LIF students had similar scores in both. Only the MSES showed a format effect, where LIF students reported fewer disengagement behaviors in the read-aloud format. Frequentist and Bayesian statistics were conducted looking for convergences due to the small sample size. Conclusion We discuss the case-related appropriateness of each application format and propose a new criterion to choose between them to guarantee the inclusion of LIF students in psychological research.

Effects of Teacher Teaching Approaches on Students Engagement and Comprehension at University Level

Teachers influence academic engagement and lifelong achievement. However, little is known about whether instructional styles explain these associations or whether they differ across academic and "non-cognitive" outcomes. In classrooms, teacher-student interaction helps pupils learn. In this cross-sectional study of 229 university students, perceived teaching style and student engagement, curiosity, and comprehension are examined. Student Engagement Instrument and Curiosity and Comprehension Inventory were employed. Students perceived both Autonomous-supportive and controlling teaching approaches. However, students' ratings of teachers' support and control differed significantly (t (229)=3.942 and 4.774, respectively). Perceived autonomy support teaching style was moderately correlated with student engagement (r=.463), curiosity, and comprehension (r=.318). The findings explain how teaching style affects students' interest and classroom engagement.

FRAMING STUDENT ENGAGEMENT IN COLLEGE OF NURSING: REALITY CHECK

Student engagement is a current buzzword in higher education, increasingly researched, theorized, and debated with growing evidence of its critical role in achievement and learning. The quantitative survey design was used to collect the data to explore nursing student's engagement in selected college of nursing to develop strategies for student engagement. The objective of the study was to explore student's engagement in academics. The total subjects enrolled were 144 nursing students. The data was collected using 5 point student engagement instrument after obtaining written informed consent. Results were analyzed using SPSS. The ndings were mean score obtained for second year & third year students were respectively 25.86 and 20.66.The student engagement was seen lowest among rst year & nal year nursing students. The teacher student relationship, peer support, family support & learning, control & relevance of assignment & homework, future goal aspirations and intrinsic motivation was found highest among second & third year students. As the Engagement Indicators measured distinct elements of student engagement, they could be used as a framework to help shape these actions and to rene the curriculum to provide a more responsive student-centred learning environment.

The Relationship Between Teacher-Student Rapport and EFL Learners' Engagement in Online Scaffolding Setting.

Given the breakout of the Covide-19 pandemic, online L2 learning has become more popular than ever so traditional in-person classroom instruction is giving way to virtual learning. The different approaches to virtual L2 learning entail learners' serious engagement to create their own learning pace. Instructors have a lasting effect on the students when they decide on how, where, and how well learners figure out and how they engage in interactions with each other. Engagement is concerned with rapport, which can be reinforced through scaffolding. Fostering rapport is claimed to improve engagement, degree of satisfaction, and collaboration, leading to effective engagement in the learning process. However, on the one hand, the relation between the two variables has not been examined in language learning, and on the other hand, they have not been investigated in an online scaffolding setting. In order to consider the issue, 586 EFL participants from universities in China were asked to take part in the study and they should answer two questionnaires, namely the student engagement instrument, and the teacher-student rapport scale. In so doing, 494 respondents were kept for the main analysis. The correlation between the two constructs through structural equation modeling (SEM) was 0.714, which is considered a significant and strong correlation. In a nutshell, some academic recommendations for educational stakeholders are provided.

Instructors’ emotional intelligence and learning engagement of online students

Abstract This study explored how online students perceived their instructors’ emotional intelligence (EI) and its impact on their learning engagement. Using eight EI behaviours of online instructors and a learning engagement instrument, 100 online university students were surveyed regarding their observation of those EI behaviours and their learning engagement. Regression analysis indicated that 27.2% of the variance in learning engagement could be attributed to four dimensions of EI behaviours (R2 = 0.272, F (4, 95) = 8.873, p < 0.001). Instructors providing individual support, demonstrating concern for the students’ situations, adapting their resources to online delivery, and being honest about their situation and challenges were associated with higher student learning engagement.

A Preliminary Psychometric Investigation of a Chinese Version of Athlete Engagement Questionnaire (AEQ)

Athlete engagement is one of the key indicators of athletes' positive psychology. It plays a crucial role in coping with burnout and disengagement, creating a flow experience, and improving their competitive ability and performance. In the last two decades, a mountain of literature has focused on engagement in different research settings. In the world of sports, the Athlete Engagement Questionnaire (AEQ) has been proven to be a reliable instrument to access athletes' engagement at both amateur and elite levels. The aim of this study is to investigate the psychometric properties of the Chinese version of AEQ. The original English athlete engagement questionnaire was translated into Chinese using the method of back-translation for data collection. Subsequently, 379 samples were performed for data analysis, mainly focusing on confirmatory factor analysis to examine the four-factor and second-order factor structures of 16 items measuring athlete engagement. The results reproduced four components of AEQ, which included a total of 16 items. The instrument demonstrated acceptable composite reliability (.887 to .905) and convergent validity (> 0.5), except that the discriminant validity was slightly insufficient. The results showed that the Chinese version of AEQ as a second-order factor structure is better than the four-factor structure, that is, athlete engagement as an overarching construct composed of four factors: confidence, dedication, enthusiasm, and vigor. The findings offer a useful and reliable instrument for athlete engagement, which helps researchers better capture the experience and engagement of athletes in the Chinese sports context.

Development of an assessment instrument for student engagement in design thinking projects for health innovation

Development of an assessment instrument for student engagement in design thinking projects for health innovation