Learning-related Factors Research Articles

간호대학생의 학습 동기, 학업적 자기효능감, 약물 계산 자신감, 약물 계산 불안감의 관계

Objectives This study analyzes the relationship between nursing students' learning motivation, academic self-efficacy, medication calculation confidence, and medication calculation anxiety to confirm the interrelationship between them. Methods The study was conducted on 120 second-year nursing students taking pharmacotherapy nursing classes. A structured questionnaire was used to measure learning motivation, academic self-efficacy, medication calculation confidence, and medication calculation anxiety, and the collected data were analyzed using descriptive statistics, t-test, analysis of variance (ANOVA), and Pearson correlation coefficient using the SPSS 25.0 program. Results Department satisfaction was shown to be a characteristic that showed significant differences in learning motivation, academic self-efficacy, medication calculation confidence, and medication calculation anxiety. Learning motivation showed a significant positive correlation with academic self-efficacy and medication calculation confidence, and a significant negative correlation with medication calculation anxiety. Academic self-efficacy did not have a significant correlation with medication calculation confidence, but showed a negative correlation with medication calculation anxiety. In addition, a negative correlation was confirmed between medication calculation confidence and medication calculation anxiety. Conclusions The results of this study confirmed that there was a close correlation between learning motivation, academic self-efficacy, medication calculation confidence, and medication calculation anxiety. This suggests that learning-related factors are significantly related to nursing students' medication calculation ability. Therefore, systematic research on the status of medication education and the level of medication calculation by grade level is necessary in nursing undergraduate courses, and it is necessary to develop a systematic curriculum to improve medication calculation ability.

Optimizing the Educational Potential of Virtual Reality: The Effects of Virtual Reality and Pop Quizzes on Spatial Presence and Efficacy Perceptions

Reflecting the trend of virtual reality (VR) studies in crisis and disaster communication, this study designed VR content on fire evacuation and aimed to investigate the effects of VR for educational purposes on perceptual and cognitive factors. Using a 2 (viewing condition: video vs. VR) × 2 (quiz: presence vs. absence) between-subjects design, an experiment was conducted with 176 university students in South Korea. Findings revealed that participants who were exposed to VR (compared with video) experienced greater spatial presence and, in turn, had higher response efficacy and self-efficacy. The inclusion of pop quizzes in the material hindered the evaluation of the direct and indirect effects of VR. The findings of this study can contribute to expanding the theoretical framework of VR research and identifying learning-related factors to develop more effective educational materials related to fire evacuation.

The Impact of Online Learning and Health Behavior on Mental Health among Thai Dental Students during the COVID-19 Era.

This study aimed to investigate the impact of online learning on the mental health and health behaviors of Thai dental students during the coronavirus disease 2019 (COVID-19) pandemic. A cross-sectional analytical study was conducted among Thai dental students from first to sixth year who had been engaged in online learning during the COVID-19 period. A total of 440 students participated. Data were collected from January to March 2023 using an online questionnaire comprising 36 items addressing demographic information, online learning experiences, and health behaviors, including exercise and sleep. Psychological health was assessed using the Depression, Anxiety, and Stress Scale-21 (DASS-21). Data analysis included descriptive statistics, chi-square tests, binary logistic regression, Pearson's correlation, and simple linear regression. The study found high rates of mental health issues among the participants, with 58.2% experiencing depression, 57.3% experiencing anxiety, and 41.1% reporting stress. Personal factors influencing mental health included university type and household situation. Key factors associated with depression were the number of hours spent on assignments and the quality of the online learning environment (β = 1.096, 1.193). For anxiety, factors such as frequency of exercise, sleep quality, time spent on assignments, and familiarity with assignment submission platforms were significant (β = -0.773, -0.666, 0.801, 1.002). Stress was significantly correlated with the frequency of exercise, sleep quality, and assignment workload (β = -1.072, -0.497, 1.210). The findings highlight a significant association between online learning-related factors, such as the number of hours spent on assignments, and the mental health outcomes of dental students. Health behaviors, particularly exercise and sleep quality, were also linked to mental health status. These results suggest that interventions aimed at reducing assignment-related stress, improving sleep hygiene, and promoting physical activity may be crucial in mitigating mental health problems among dental students. Clinically, addressing these factors could enhance both psychological well-being and academic performance, ultimately contributing to more effective learning environments for dental professionals.

Development and testing of a model for explaining learning and learning-related factors in immersive virtual reality

Many believe that immersive virtual reality (IVR) possesses transformative potential for a plethora of human activities that are mediated via technology, including education. In light of this, it is critically important to understand the determinants that influence learning in IVR environments and the interrelations among these determinants. For that matter, a model was developed that encapsulated ten potential factors influencing learning outcomes. Three hundred and thirty-four university students interacted with a purpose-built application that presented ancient Greek inventions through the use of head-mounted displays. Data analysis, adhering to a structural equation modeling approach, indicated that a multitude of factors exerted a positive influence on learning outcomes. These included the perceived quality of graphics, the perceived quality of feedback and content, and the perceived degree of interaction. Moreover, intrinsic motivation and the immersive experience that IVR provides also demonstrated a positive impact. Conversely, the perceived cognitive load and symptoms of simulator sickness manifested a negative impact. Interestingly, these factors did not appear to inhibit learners' motivation or their positive feelings. Age did not have any effect, while gender seemed to have an impact only on immersion. The implications of the results are also discussed.

Structural equation modeling of factors associated with nursing students' professionalism during the COVID-19 pandemic.

This study aimed to determine the factors associated with nursing professionalism among Korean nursing students. This cross-sectional study was carried out using a convenient sample comprising 247 students enrolled in a four-year Bachelor of Science Nursing program from September 6-27, 2021. A self-reported structured questionnaire was employed to explore the relationships among ego-resilience, self-leadership, clinical learning environment, academic satisfaction, clinical competency, and nursing professionalism by utilizing structural equation modeling. The modified model exhibited good fit indices. Learning-related factors, including clinical learning environments, academic satisfaction, and clinical competency, directly affected nursing professionalism. Self-leadership and the clinical learning environment were indirectly associated with nursing professionalism via both academic satisfaction and clinical competency. Regarding ego-resilience, it only indirectly affected nursing professionalism via academic satisfaction. Creating a student-centered learning environment may be vital to improve students' major and clinical performance, thereby boosting nursing professionalism. Furthermore, nurse educators should consider individual psychological aspects of students when designing the nursing curriculum to foster nursing professionalism. Longitudinal studies are needed to determine if our model is available to explain the development of professionalism among nursing students.

Examining the reliability and validity of a self-regulated learning strategy scale for undergraduate nursing students and effective factors of self-regulated learning strategies

BackgroundSelf-regulated learning in higher education has increasingly attracted attention in recent years. This study involved a survey of nursing students using an originally developed tool called the Self-regulated Learning Strategy Scale for Undergraduate Nursing Students (SRLSS-NS). ObjectivesWe aimed to elucidate factors relating to the promotion of self-regulated learning while confirming the reliability and validity of the novel scale. DesignA cross-sectional survey design was adopted. SettingSchool of Health Science, Faculty of Medicine. ParticipantsParticipants included first- to fourth-year undergraduate nursing students. MethodsDescriptive statistics were used to ascertain participant characteristics. We confirmed the criterion-related validity of the survey through exploratory factor analysis and Pearson's product-moment coefficient with external criteria. Reliability was calculated using Cronbach's α coefficient. To examine stability, we confirmed the correlation between the first and second surveys. Multiple regression analysis was performed using the SRLSS-NS score as the objective variable and basic attributes/individual factors, learning-related factors, and cognitive factors as explanatory variables. The statistical significance level was defined as 5 %. ResultsThe scale consisted of 12 items related to three factors—construct validity, internal consistency, and stability—which were confirmed. Regarding factors related to the SRLS of undergraduate nursing students, the SRLSS-NS score was greater for items such as, “I feel that university education gives me confidence in learning” (β = 0.255, p < 0.001), “I like/find interest in things I am learning” (β = 0.228, p < 0.001), “I feel that university education teaches me how to learn” (β = 0.198, p = 0.003), and “Self-esteem as a professional” (β = 0.143, p = 0.023). ConclusionAs more efforts are made to improve undergraduate nursing students' SRLS, the importance of education for increasing confidence, promoting intrinsic motivation, teaching learning methods, and fostering occupational identity is emphasized.

How handheld use is connected to learning-related factors and academic achievement: Meta-analysis and research synthesis

Handhelds (e.g., cell phones, tablets) are promising learning tools, so they are now used in formal classroom settings in many educational institutions around the world. Previous meta-analyses have focused predominantly on the direct effects of handhelds on academic achievement. From a psychological perspective, however, achievement is the outcome of a complex and multifaceted process involving adaptive cognitions and motivation for learning. While these factors are also themselves desirable learning outcomes, previous meta-analyses have neglected the effect of handheld use on these outcomes. This meta-analysis is the first to synthesize how the use of handhelds in formal educational contexts is associated with a broad range of motivational (e.g., intrinsic motivation, self-efficacy) and other learning-related factors (cognitive load, satisfaction with learning, attitude towards learning) beyond academic achievement. The question how handhelds can be used most effectively in learning settings is also addressed by considering studies’ learning designs. We included 59 samples (N = 4259) in 58 studies published between 1998 and 2021. Only studies with an experimental or quasi-experimental research design providing pre- and/or post-test data and comparisons between experimental and if available control groups were included. We found overall moderate to high effect sizes for learning-related factors (gs between .41 and .77) and for academic achievement (g = .71). None of the presumed moderating variables (handheld types, learning designs, students’ age, gender) significantly explained heterogeneity in the respective outcomes. Our findings demonstrate a broad range of positive effects of handheld use thereby implying a multicriterial, sustainable impact on educational trajectories.

Structural Relationships between Cognitive Achievement and Learning-Related Factors among South Korean Adolescents.

This study aimed to differentiate between middle and high school students by investigating the structural relationships between academic self-efficacy, academic stress, learning motivation, and learning strategies-the learning-related factors of South Korean adolescents' learning achievements. We obtained relevant information for 4051 middle school students and 4242 high school students from the Gyeonggi Institute of Education's three-year panel data study (2016-2018). The results showed direct and indirect influential relationships between academic self-efficacy, academic stress, learning motivation, and learning strategy. Results of the analysis conducted by separating the structural equation model into middle and high school student groups showed that both models met the goodness-of-fit indices criteria; the difference between middle and high school student group models was significant. Hence, to promote academic achievement among middle and high school students, differential assistance is needed. Middle school students should be assisted so that they have a good command of learning strategy after reducing academic stress by increasing academic self-efficacy. For high school students, management of academic stress by increasing academic self-efficacy is the most important aspect.

Explaining the Components of Reflective Thinking Based on Fuzzy Topsis Analysis

Reflective thinking paradigm contains a set of trainings based on the pattern of mental tools and it helps its users to be able to present the educational materials in a framework that embraces the nature of thinking, various learning activities and the learning based on reflective, creative and critical forms of thinking. Reviewing of the related literature shows that most of the challenges are due to learning and learning-related factors. Accordingly, the present study examines the thinking level of senior postgraduate engineering students of Shahre- Rey University. For this purpose, the Reflective Thinking Questionnaire (RTQ) developed by Kember et al. (2000) was used. TOPSIS method was used to evaluate the thinking level of the subjects. The results showed that habitual action, which is one of the skills of reflective thinking, is ranked first and perception is ranked last, which means that the senior postgraduate engineering students learn superficially. It is suggested to ask professors and teachers to hold classes that train reflective thinking skills, so that they can be a good and appropriate model of using reflective thinking skills for their students. So that students can improve their thinking levels and succeed in their math problems solving and these learners have good academic progress.

Reflecting on Success in Difficult Times: A Key to Enhance Proactivity and Employability

Employability and proactivity are believed to be key factors for survival in uncertain and unpredictable environments. Despite the related importance of continuous learning, little is known how learning-related factors enhance employability and proactivity. The purpose of this study was to examine the role of reflection in enhancing perceived employability and proactive behavior in turbulent conditions, drawing on positive psychology. A two-wave survey of Japanese employees ( n = 408) was conducted during a pandemic period of coronavirus disease (COVID-19). Results of a structural equation model show that reflection on success had positive direct and indirect effects on perceived employability mediated through proactive behavior, while reflection on failures had no significant effect on perceived employability and proactive behavior. The findings extend prior research on employability and proactivity by examining the role of learning-related cognitive factors based on the broaden-and-build theory.

The effects of learning Korean through Shortform video on the learning-related factors

목적 본 연구는 최근 외국어 교수·학습 도구로서 주목받고 있는 뉴미디어 중 숏폼(shortform) 동영상 플랫폼인 틱톡(TikTok)을 대상으로 하여 기존 한국어학습과 비교 분석하였다. 한편, 틱톡(TikTok)을 통한 한국어학습이 학습 관련 요인(학습내용, 효능감, 몰입, 불안, 학습 만족도)에 어떠한 영향을 미치는지 알아보았다. 또. 학습자의 학습 유형 및 성별에 따라 영향력이 달라지는지도 함께 살펴보았다. 방법 한국어 관련 교육 프로그램(ex: 대학 부설 어학당, 사설 학원/ 독학 제외) 참여 경험이 있는 외국인 한국어 학습자 55명을 대상으로 2021년 4월 중 틱톡 한국어수업 영상을 시청하게 했으며, 바로 이어서 온라인 설문을 진행하였다. 틱톡 한국어수업 영상과 학습 관련 요인 간의 상관관계를 살펴보기 위하여 학습 내용, 몰입도, 불안, 효능감, 만족도에 대한 설문 문항을 구성했다. 다섯 가지 종속 변수에 대해 두 집단(기존 한국어 교육-숏폼(shortform)을 통한 한국어 교육) 간에 유의미한 차이가 있는지를 확인하기 위해 T-test를 실시했다. 다음으로 한국어 학습자의 두 가지 한국어 학습 유형(드라마 및 영화 활용 선호, 집단 내에서의 활동 선호)이 숏폼(shortform)을 활용한 한국어 교육 방식에 따른 다섯 가지 종속 변수에 미치는 영향을 분석하기 위해 종속변수와 독립변수 모두 연속형 데이터로 SPSS의 선형 회귀 분석 방식을 통해 분석을 실시했다. 결과 다섯 가지 요인 모두에 대해 기존 한국어학습이 숏폼(shortform) 동영상을 통한 한국어학습에 비해 효과성이 큰 것으로 나타났으며 특히 학습 내용의 경우 결과값이 유의한 것으로 나타났다. 기존 한국어학습에 비해 틱톡을 통한 한국어학습이 여성 학습자들의 정의적인 요인에 더 큰 영향을 미친다는 것을 확인할 수 있었다. 특히 틱톡을 통해 한국어를 학습할 때 남성에 비해 여성 학습자들의 몰입도가 크게 높아지며 불안감이 많이 줄어든다는 것을 확인할 수 있었다. 마지막으로, 드라마 및 영화를 통한 학습을 선호하는 학습자의 경우 틱톡을 통해 한국어학습을 했을 때 학습내용에 대한 이해 및 몰입도가 높아졌고 불안은 감소했다. 한편, 그룹 학습을 선호하는 학습자의 경우는 틱톡한국어학습을 통해 불안이 유의미하게 낮아졌다. 결론 본 연구는 숏폼(shortform) 동영상과 관련한 한국어교육 연구가 아직 전무한 가운데 처음 시도한 연구라는 점에서 의의가 있다. 또한, 숏폼(shortform) 동영상을 통한 한국어교육·학습이 학습자들의 학습 유형 및 성별에 따라 어떤 영향을 주며 학습 관련 요인들에 따라 그 영향이 어떻게 달라지는지 밝힘으로써 앞으로 틱톡을 통한 한국어학습 콘텐츠를 개발해 나가는 데 참고할 수 있는 좋은 자료를 마련한 데 의의가 있다. 특히 새로운 학습 환경이니만큼 기존 학습 환경과 비교했을 때 학습자들의 정의적 요인에도 변화가 나타날 것으로 예상하여 함께 살펴본 것 역시 의미있는 시도였다고 생각한다. 학습자 중심 교육에 있어 꼭 필요한 여러 요인들을 살펴봄으로써 향후 틱톡 한국어수업 콘텐츠 개발에 참고 자료로 잘 사용되리라 본다.

Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19

In Germany, the 2020 summer semester was substantially influenced by the COVID-19 pandemic. In an empirical study, we focus on female top performing students in STEM and the humanities. Of particular interest was whether the measures associated with the pandemic constitute a risk-factor for a re-traditionalization of gender roles. Before lectures or courses began, students at a full-scale university were invited to participate in an online survey. We investigated four research questions: 1) Are women underrepresented in our sample among the top performers in STEM and the humanities? Are there gender differences among top performers with regard to (2) digital readiness, (3) socio-emotional and (4) learning related variables? The sample of the study consisted of 2,849 higher education STEM and humanities students. The study took place as an online survey. In the week before the start of the official lecture period, all students enrolled at the university were invited to take part via an e-mail correspondence from the Vice President of Education (survey access link). Participation in the survey took place via the Questback platform and was activated for 10 days. The cut-off point for the ability level was set at the 95th percentile of previous university achievements. To test Q1, we performed a hierarchical loglinear analysis with posthoc Chi² tests. In research questions Q2 - Q4 two-way ANOVAs were used to test the effects of gender and subject. Results indicate equal shares of female and male students among the top performers, with women overrepresented in the humanities and men overrepresented in STEM relative to their proportion of the student population. The analysis of socio-emotional and learning-related factors showed risk factors for high performing female students such as lower self-efficacy, but no major emotional vulnerability. Overall, the data suggest that at the beginning of the COVID-19 pandemic, female top performers had still been able to compensate for the risk factors.

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N = 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching- and learning-related factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers’ knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

Knowledge modeling via contextualized representations for LSTM-based personalized exercise recommendation

Intelligent education systems have enabled personalized learning (PL). In PL, students are presented with educational contents that are consistent with their personal knowledge states (KS), and the critical task is accurately estimating these states through data. Knowledge tracing (KT) infers KS (latent) through historical student interactions (observed) with the knowledge components (KCs). A wide variety of KT techniques have been developed, from Bayesian Knowledge Tracing (BKT) to Deep Knowledge Tracing (DKT). However, in most of these methods, the KCs are represented as stand-alone entities, and the effect of representing KCs using contexts such as learning-related factors has been under-investigated. Also, KT needs to generate personalized results to facilitate tasks such as exercise recommendation. In this paper, we propose two approaches that use a contextualized representation of KCs, one with a content-based approach and another with a Long Short Term Memory (LSTM) network plus a personalization mechanism. By performing extensive experiments on two real-world datasets, results show not only a tangible improvement in prediction accuracy in the KT task compared to existing methods, but also its effectiveness in improving the recommendation precision.

Self-Directed Learning Among Nurse Learners in Sri Lanka.

Although self-directed learning (SDL) has become an essential instrument for educating nursing professionals, little is known about SDL among nurses in a developing country. Data were collected using a structured self-reporting survey, which included Fisher's Self-Directed Learning Readiness (SDLR) scale, and a multiple linear regression analysis was conducted. The mean score per item on the SDLR was 4.31 of 5. The learning-related factors that influenced SDLR were motivation for learning and self-efficacy in English proficiency, and the working-related factor was job satisfaction. These variables accounted for 17.6% of the variance in SDLR scores. The SDLR of nurse learners in Sri Lanka was influenced not only by learning-related factors but also by working-related factors. Therefore, it is necessary to develop multidimensional strategies to strengthen nurses' SDLR. [J Contin Educ Nurs. 2019;50(1):41-48.].

The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use

Reading strategy use among learners of English as a foreign language (EFL) is one of the most important areas of foreign language (FL) strategy research. Students who actively use their reading com...

Effects of basketball training program for 12 weeks of after school on physical abilities and learning related factors in middle school students

Effects of basketball training program for 12 weeks of after school on physical abilities and learning related factors in middle school students

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e., academic, social, and affective). The proposed model affords further interstudy comparisons as well as comparative studies with more traditional education models.

Discover learning path for group users: A profile-based approach

With the explosion of knowledge and information in the big data era, learning new things efficiently is of crucial significance. Despite recent development of e-learning techniques which have broken the temporal and spatial barriers for learners, it is still very difficult to meet the requirement of efficient learning, as the key issues involve not only searching for learning resources but also identification of learning paths. People from diverse backgrounds, in most cases, also need to work as a group to acquire new knowledge or skills and complete certain tasks. As these tasks are normally assigned with time constraints, employment of e-learning systems may be the optimal approach. In this research, we study the issue of identifying a suitable learning path for a group of learners rather than a single learner in an e-learning environment. Particularly, a profile-based framework for the discovery of group learning paths is proposed by taking various learning-related factors into consideration. We also conduct experiments on real learners to validate the effectiveness of the proposed approach.

Learning and self-disclosure behavior on social networking sites: the case of Facebook users

This paper studies Facebook users’ learning-based attitude formation and the relationship between member attitude and self-disclosure. Through the theoretical lens of learning theories, we recognize the key antecedents to member attitude toward a social networking as stemming from classical conditioning, operant conditioning, and social learning-related factors. In addition, we explore the underlying process through which member attitude affects self-disclosure extent and theorize the mediating role of site usage rate on the relationship between attitude and self-disclosure extent. Analysis of 822 survey data results provides strong support for the role of learning theories in explaining Facebook members’ attitude development. The results also confirm a significant, partial mediating effect of site usage rate. A series of post-hoc analyses on gender difference further reveal that attitude formation mechanisms remain constant between male and female Facebook users; gender difference exists on the association between attitude and self-disclosure extent and the association between site usage rate and self-disclosure extent; and the mediating effect of site usage rate exists in male user group only. Our research, therefore, contributes to the literature on social networking sites, as well as providing behavioral analysis useful to the service providers of these sites.