College Student Learning Research Articles

数字化转型背景下大学生手机依赖对学习投入的影响

This study tested 610 college students using the mobile phone addiction tendency scale, the college student learning engagement scale, the simplified version of the psychological resilience scale, and the delayed gratification scale. The aim was to examine the impact of mobile phone dependence on learning engagement among college students in the context of digital transformation, as well as the mediating role of psychological resilience and delayed gratification. Research has found that there is a significant correlation between mobile phone dependence, learning engagement, psychological resilience, and delayed gratification among college students; Psychological resilience and delayed gratification respectively mediate the relationship between mobile phone dependence and learning engagement; Psychological resilience and delayed gratification play a chain mediating role between mobile phone dependence and learning engagement among college students. Mobile phone dependence not only directly affects the learning engagement of college students, but also indirectly affects their learning engagement through psychological resilience and delayed gratification.

Hubungan self regulated learning dengan keterampilan berpikir kritis mahasiswa PGSD UNS

<em>The purpose of this study was to determine the level of conscientiousness and self-regulated learning of university students in the elementary school teacher education study program at Sebelas Maret University. The sample of this study was students from the class of 2022. The data collection technique used is a test. Data analysis used descriptive statistical analysis. The results of this study the self-regulated learning of the class of 2022 students in the elementary school teacher education study program is mostly in the medium category, which is 35%, and critical thinking is mostly in the low category, which is 35%. Based on the non-parametric with Kendall Tau correlation test there is a relationship between self-regulated learning and critical thinking skills, which is 0,000 < 0,05. The research can be used as a reference to measure the correlation between self-regulated learning and the critical thinking of university students. This research also explains that self-regulated learning in students increases, followed by an increase in critical thinking skills.</em>

Study on the Spirit of 100 Years of Party History Integrated into the Civic Politics of Public Physical Education Courses in Universities

The study and education of promoting the spirit of the great century of Party history in colleges and universities is an important measure to establish a correct view of Party history and implement the fundamental task of establishing moral education, and it is also an inherent requirement to enhance the Party spirit of teachers and students in colleges and universities. The teaching of public physical education courses in colleges and universities has the characteristics of participation of all students and physical and mental health through physical education, which can implement the spirit of the great centennial party history into the process of course learning of college students and is also an important element for the discovery of the ideology of college courses.

The Influence of Constructivist Learning Style on College Students' Learning of Basic Subjects

Today, constructivism has become an important research topic in university discipline studies. Multiple studies have shown that using a constructivist approach to learning may have a positive impact on the learning of college students. The researchers looked at the factors involved in using or not using this method. However, more detailed research on the impact of constructivism on learning is lacking. Therefore, this paper collects data through questionnaires, takes the university basic course Advanced English as an example, using variance analysis, correlation analysis and frequency analysis and other methods to explore the impact of constructivist learning methods on college students English subject learning. The results show that: 1. Although nearly half of college students use constructivist learning methods in their daily English learning, only about 25% of students choose constructivist learning methods when preparing for CET-4 and CET-6, and most students prefer to prepare for the test by accumulating English knowledge in daily life. 2. The students who learn English with the constructivist learning method and the students who learn English with other learning methods are not much different in the final grades of Level 4. Different learning methods have a great influence on students learning, and the high score ratio of students who use constructivism in CET-4 will be higher than those who use other learning methods. The impact of learning methods on students performance is not as important as imagined. Students who use constructivist learning methods for English learning do not have better grades in the CET-4.

The Influence of Chinese University Students Learning Environment on Second Language Learning

There have been many studies on the influence of the learning environment on the learning effectiveness of English language learning, but few studies have been conducted on the influence of the learning environment on the second language learning of Chinese university students. Therefore, based on 53 undergraduates from thirteen provinces in China, mainly in the eastern coastal area, a questionnaire survey was conducted to investigate the relationship between the learning effectiveness of Chinese university students second language learning and their learning environment. The results of the study show that the affective learning environment is the most influential factor, which has a positive impact on the second language learning effectiveness of Chinese university students, while the physical and academic environments have a less significant impact. The paper concludes with recommendations for higher education institutions to approach the improvement of second language learning environments through the findings of the study, with a view to providing teachers and students alike with new inspirations for the application of second language acquisition.

The Effects of Academic Anxiety on College Students Learning of Spoken English

This paper examines the effects of academic anxiety on college students learning of spoken English. Academic anxiety can hinder students fluency, pronunciation accuracy, self-expression, and overall confidence in oral communication. The study identifies various factors that contribute to academic anxiety, including personal, external, socio-cultural, and psychological factors. It explores the negative consequences of academic anxiety on students spoken English learning outcomes. Coping mechanisms and strategies, such as creating a supportive learning environment, teaching stress management techniques, and promoting self-reflection and self-assessment, are proposed to address academic anxiety. The paper emphasizes the practical implications for educators, institutions, and policymakers, including teacher training, curriculum design, peer interaction, counseling services, and assessment practices. Implementing these recommendations can create a supportive and empowering learning environment, mitigating the impact of academic anxiety. The study concludes by highlighting the importance of recognizing and addressing academic anxiety to enhance college students spoken English skills and prepare them for success in a globalized world.

The use of M-learning to foster the development of self-regulated learning in university students: A systematic review

The rapid development of mobile technologies and their price decrease have enabled mobile devices to become ubiquitous. Both lecturers and students are integrating mobile technologies into teaching and learning. The continuous global innovation in emerging mobile technologies and their ever-increasing overlap with the lives of students and lecturers in Higher Education Institutions (HEIs) have thrust Mlearning and self-regulated learning into prominence. Accordingly, this review analyses conference proceedings and national and international journals on the potential of M-learning for fostering self-regulated learning. To select relevant sources, a systematic literature review approach was employed. This study fills gaps in existing literature and investigates how mobile devices might enhance self-regulated learning among university students. It also signals future research directions and offers implications for researchers and practitioners in HEIs.

COVID-19 Constructs of College Students and New Normal Learning Delivery Modalities in Higher Education

The coronavirus disease 2019, or COVID-19, forced the shift from normal to the new normal in the Philippines, the ASEAN region, and the rest of the world. This descriptive-qualitative inquiry sought to uncover the COVID-19 constructs of college students and to determine new normal learning delivery modalities in the context of a state-owned higher education institution. Anchored on the constructivist lens and the grounded theory, Ricoeur’s hermeneutic analysis served as a method of exploring the narratives. The perceived effects of the community quarantines were modes of schooling changed, mental health was tested, internet connectivity problems, economic impacts, and boredom. To better respond to the pandemic, the participants believed that the higher education institution may listen to all stakeholders, learn from other universities, and formulate research-based actions. Modular and online modes wherein blended learning synchronously and asynchronously served as the operational learning delivery modalities of the higher education institution. The learning delivery modalities of the higher education institution complied with the policies and guidelines of the national government, local government units, and the Inter-Agency Task Force for the Management of Emerging Infectious Diseases. The new normal learning delivery modalities in a higher education institution based on the constructs of the COVID-19 pandemic of college students were formulated. The results of this study may serve as bases for developing participatory and proactive educational policies and guidelines in transitioning from normal to the new normal.

Application of Reading Comprehension in the Learning of University Students of Communication on the Discursive Construction of the Mass Media

The implementation of a didactic model of reading comprehension for the learning of sports journalism, obtained encouraging results in the formation of university students of social communication, as it has to do with the recognition of the discursive construction of the mass media and its regional treatment of contents. The main purpose of this innovation in higher education was to contribute to the knowledge of the informative procedures of different communication companies in Ecuador and to account for the diversity of tastes and hobbies that make up the country. The methodology consisted of selecting readings from two comparable written media, belonging to different cities and regions of Ecuador. For this purpose, an innovative didactic model was experimented with in which reading comprehension places the student as the main actor in their learning process and places them in a technological ecosystem in which mobile devices, internet applications, or educational podcasts, live together in their classroom, where they build knowledge with these instruments.
 Keywords: reading comprehension, higher education, sports journalism.
 Resumen
 La implementación de un Modelo Didáctico de Comprensión Lectora para el aprendizaje del Periodismo Deportivo, obtuvo resultados alentadores en la formación de estudiantes universitarios de Comunicación Social, en cuanto tiene que ver al reconocimiento de la construcción discursiva de los mass media y su tratamiento regional de contenidos. El principal propósito de esta innovación en la educación superior, fue contribuir a la cognición del procedimiento informativo de diferentes empresas de comunicación del Ecuador, para dar razón de la diversidad en gustos y aficiones que componen al país. La metodología consistió en seleccionar lecturas de dos medios de comunicación escritos homologables, pertenecientes a distintas ciudades y regiones del Ecuador. Para el efecto se experimentó con un Modelo Didáctico innovador en el que la comprensión lectora ubica al estudiante como el actor principal en su proceso de aprendizaje y lo coloca en un ecosistema tecnológico en el que los dispositivos móviles, las aplicaciones de internet o los podcasts educativos, conviven en su aula de clases, donde construye conocimiento con estos instrumentos.
 Palabras Clave: comprensión lectora, educación superior, periodismo deportivo

Mathematics Infographics in STEM Learning for University Students

The aim of the study was to reflect on the role of infographics as a visual medium during the experimental actions of learning achievement with STEM. For this purpose, the qualitative-phenomenological research design was followed, which allowed the hermeneutic understanding of the behavior and reactions of 16 students enrolled in the subject of Euclidean Geometry. Through interviews and a field notebook kept for five weeks, they detected categories such as contextualized scenarios, learning expectations, interdisciplinarity, methodological sequence, resolutions of situations, and evaluation processes, and reached the conclusion. The infographic allowed the visual systematization of the procedures with STEM during the experimentation, in addition, it was an opportunity for the student to show their creativity, imagination, critical judgment, and creative and social skills with interactivity for common objectives, as well as promote multidisciplinary work with common points.

The impact of mixed reality serious games on mortise and tenon learning in college students

As an intangible cultural heritage, traditional handicrafts are significant in artistic education. Due to limited approaches to communicating traditional handicrafts and appreciating content, it cannot be easy to carry out effective skill inheritance in an art education situation in a modern teaching environment. This study uses mixed reality technology to develop a serious game for learning traditional handicrafts. The objective is to improve students' attitudes by promoting a digital teaching environment. This research uses traditional Chinese mortise and tenon joints for the case study. The effects of serious games using MR technology and traditional teaching methods were compared through quasi-experiments on students' academic performance, learning motivation and situational interest. The results show that serious games can have advantages in acquiring and retaining knowledge, stimulating students' learning motivation and situational interest. This study aims to support cultural heritage education methods.

Does Equine Interaction Facilitate Emotional Safety and Learning for College Students within an Agricultural-Based Classroom?

Effective teaching requires an educational environment that promotes learning, and yet, developing such an environment can be challenging within today's agricultural-based classroom for educators due to the trend to a more virtual teaching format and less hands-on learning. Animal interaction, particularly equine activities, has been shown to assist educators in the development of an emotionally safe environment for promoting learning. However, research is lacking as to whether the interaction with the animal needs to be direct or indirect within the collegiate educational environment to observe benefits. Therefore, the objective of this study was to determine the impact of equine interaction, both direct and indirect, within an educational environment on the emotional safety and learning for the college student within the agricultural-based classroom. Three course types were observed within the agricultural-based educational environment that included courses with no equine interaction (Group A) and courses with equine interaction, both direct (Group B) and indirect (Group C) interaction with the horse. Indirect interaction included items such as observation of equine handling via a video or gaining knowledge from reading online materials, but not engaging in direct, hands-on activities with the horse. Development of emotional safety within the students enrolled within these courses was measured using a self-reporting emotional safety evaluation. Due to the structure of the scale, a decrease in emotional safety indicated a positive change. Learning, both development of semantic and procedural memory, was measured using a student-completed knowledge examination and an instructor-completed skill evaluation, respectively. While significant improvement in emotional safety was not observed within any of the course types, a weak negative correlation was found between emotional safety and semantic memory for students enrolled in equine courses, both direct (R = -0.55, R2 = 0.28) and indirect (R = -0.25, R2 = 0.06) interaction, finding as emotional safety scores lowered to the ideal range that knowledge improved. In addition, students within equine courses showed semantic memory development in specific areas of equine sciences (Group B: Grooming/Tacking, p = 0.03; Group C: Equine Behavior, p = 0.04) and direct equine interaction resulted in development of equine-based procedural memory in all four skill areas measured within the study (p = 0.00). As such, learning is promoted through equine interaction, whether direct or indirect interaction, within the agricultural-based classroom, suggesting that both forms of equine interaction can be a valuable educational tool for the instructor within the collegiate setting.

Research on Influencing Factors of College Students’ Online Learning Effectiveness and Satisfaction Based on the Structural Equation Model

This study aims to develop a model elucidating the factors influencing the effectiveness and satisfaction of online learning for college students. Employing structural equation model analysis and empirical research, the paper explores the interaction paths, degrees of association, and influence mechanisms between various elements and the effectiveness and satisfaction of e-learning. Three significant prospective variables were identified, including knowledge construction, teacher-student interaction, and information processing, along with 32 observed variables. A questionnaire was formulated based on these observed variables, and professionals were requested to review and finalize the formal questionnaire. The study population comprises 389 online college students from diverse schools and majors utilizing Chinese institutions’ MOOC online learning platforms. Selected through deliberate random sampling, these students have engaged in online study for over a year. Statistical analysis using SPSS 24.0 and model testing, refinement, and production using AMOS 24.0 revealed key findings: 1. Knowledge construction, teacher-student interaction, and information processing significantly and positively impact online learning for college students. 2. Clear positive associations exist with direct positive correlations. 3. Variances in learning effects and student satisfaction are noted between geographies and school types. 4. Specific learning differences are observed between male and female students. Based on these findings, educators are advised to define teachers’ roles in online learning, nurture students’ information processing and knowledge construction abilities, design diverse course resources and interaction modes, optimize information software and hardware facilities, and create a supportive external environment to offer substantive guidance and support.

Effects of Screen Time on Foreign Language Learning in College Students

In recent years, with the development of the Internet, the Internet provides us with endless resources, and the development of mobile communication technology makes college students use screen time in most of their lives. Many different network technologies, apps, etc., have a great impact on college students foreign language learning. How to use screen time to improve students foreign language learning ability and promote the development of education has become the focus of foreign language teaching. Through a questionnaire survey of 20 college students and a semi-structured interview, and through the analysis of the data, it is found that more college students tend to use mobile assisted learning (MALL) to learn English, but it also leads to more problems. From the perspective of college students, this paper discusses the impact of screen time on college students, as well as the opportunities and challenges brought by MALL to college students English learning.

Analysis of Informatization Teaching Pathway of English in Colleges and Universities under Constructivism

Constructivism is a guiding ideology that has been used for a long time in English teaching in colleges and universities, and it can meet the requirements of China's new curriculum standard for English education in colleges and universities. With the continuous development of China's information technology and high technology, the informatization of college English teaching based on the constructivism framework needs to expand the teaching methods in combination with the development of information technology and high technology, to improve the quality and level of English learning of college students in China.

Online Learning and Academic Satisfaction of University Students of Administrative Sciences in A Public University of ICA in Post-Pandemic Times

The importance of this research focused on the adaptation to online learning, since traditionally a face-to-face education was developed for university students, but the transition to an asynchronous education, with the needs and development of university students have changed, such as: learning resources, academic mentoring, and teaching didactics, the satisfaction of what is learned, the virtual platform used to study to identify their changes and others. The purpose of this study was to recognize the factors that influence asynchronous learning in the academic satisfaction of the students of the professional career of Administration of the San Luis Gonzaga National University, presenting the theoretical constructs as well as the results of the research that preceded us, both international and national, within the scheme of a curriculum based on professional competencies. The methodology of the study focused on basic quantitative research that allowed a correlational study in order to analyze the factors of distance learning of the 618 students that were part of the population, and to obtain the information from the students, a questionnaire of 23 questions was applied. Subsequently, current statistical tools were used, and the research findings were important in considering that the research objectives were validated, and the hypotheses were contrasted, where online learning is significantly related to the academic satisfaction of the students.

Feedforward‐ or feedback‐based group regulation guidance in collaborative groups

AbstractBackgroundCollaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition.ObjectivesIn this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self‐, co‐, and socially shared regulation of intrinsic motivation, and group metacognition levels.MethodsThe study was patterned with a quasi‐experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t‐tests, analysis of covariance, and multivariate analysis of covariance.Results and ConclusionAccording to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre‐intervention. The group in which the feedforward‐supported regulation guidance approach was used showed better learning success. In the group using the feedback‐supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups.ImplicationsWhile the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields.

Establishment of Flipped Chinese Course Based on Socially Shared Learning Regulations in Chinese Normal University Students

With the continuous development of the social environment and the continuous advancement of technology, digital learning has increasingly higher requirements to optimize self-regulated learning, and it has become a popular trend designed to cultivate the self-regulated learning of normal university students. This study examines how the teachers of Chinese normal students integrate their courses based on socially shared regulations of learning theory to supplement the existing coursework. Based on modern Chinese, in a flipped professional course for a normal university student in northwest China, this study provides the teaching objectives, teaching contents, teaching methods, learning methods, and teaching evaluation methods. Ultimately, this study explores how to improve students’ self-regulated learning and Chinese language proficiency through the cultivation of self-regulated learning strategies.

Three-dimensional Japanese text translation teaching on college students’ foreign language learning anxiety

BackgroundThe anxiety of college students in learning a foreign language may affect their learning results, so it is very important to find effective teaching methods to alleviate the anxiety. This study explores the effects of Japanese text translation teaching based on three-dimensional transformation on college students’ foreign language learning anxiety.Subjects and Methods100 undergraduate students majoring in Japanese in a university were randomly divided into test group and control group, with 50 students in each group. The test group received Japanese text translation teaching based on 3D conversion, and the control group received traditional text translation teaching. Anxiety questionnaire was used to assess the anxiety level of students, and the data were statistically analyzed by SPSS23.0.ResultsThe statistical analysis showed that the level of foreign language learning anxiety of the test group was significantly lower than that of the control group (t=3.42, P< 0.05). Specific data showed that the average anxiety score of the test group was 3.55, and the average score of the control group was 4.27. In addition, students in the test group performed better in translation accuracy (test group: 83%; Control group: 76%).ConclusionsJapanese text translation teaching based on 3D transformation can effectively alleviate the anxiety of college students in foreign language learning. Through interactive and immersive learning experiences, students can better understand and apply language knowledge, thereby reducing anxiety levels. Adopting this teaching method can improve foreign language teaching and enhance students’ learning effect and experience.Acknowledgement2022 Yancheng College of Technology Teaching Reform Research Projects (No.JYKT2022B060).

Adverse effects of anxiety disorder and attention deficit on metacognitive monitoring of autonomous learning in college students

BackgroundMetacognitive monitoring is an advanced management skill that is a necessary condition for successfully planning, monitoring, and evaluating learning activities. It plays the most central role in improving learning outcomes. There is a certain connection between attention deficit and anxiety disorder. This phenomenon may be related to functional abnormalities in brain areas and abnormal levels of neurotransmitters. Mental illnesses such as anxiety disorder and attention deficit can have an impact on the autonomous learning ability of college students.Subjects and MethodsThe study investigated 50 college students and diagnosed their condition based on the Self-rating Anxiety Scale (SAS) and Attention Deficit Hyperactivity Disorder Diagnosis Scale (ADHD). They were divided into anxiety group, attention deficit group, anxiety and attention deficit group, and control group according to the results. Subsequently, the autonomous learning ability of the four groups was evaluated using the College Student Learning Autonomy Scale.ResultsThe control group had the best score on the Learning Autonomy Scale for college students, while the anxiety group had no significant difference from the control group (P>0.05); There was a significant difference between the attention deficit group and the control group (P˂0.05); The score of the anxiety and attention deficit group was significantly lower than that of the control group (P<0.01).ConclusionsThe impact of anxiety disorder on the metacognitive monitoring of autonomous learning among college students is not significant, while attention deficit has a more significant impact on metacognitive monitoring of autonomous learning among college students.AcknowledgementYunnan Provincial Education Department 2018 Undergraduate Education and Teaching Reform Research Project (No. JG2018291); The construction project of First-class course of Culture and Tourism College (No. YLKC202010).