Learning Satisfaction Research Articles

Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial

Purpose Serious games (SGs) have great potential for pediatric medical education. This study evaluated the efficacy of a SG in improving learner satisfaction, knowledge, and behavior. Materials and methods This was an investigator-blinded randomized controlled trial (RCT) comparing a SG against two controls: (i) adaptive tutorial (AT), and (ii) low-stimulus control (LSC). SG is a highly immersive role-playing game in a virtual hospital. AT delivers interactive web-based lessons. LSC is paper-based clinical practice guidelines. Metropolitan senior medical students at UNSW were eligible. A total of 154 enrolled and were block randomized to one intervention. Participants had access to one intervention for 8 weeks which taught pediatric acute asthma and seizure assessment and management. Satisfaction was assessed with Likert-scale responses to 5 statements and 2 free-text comments. Knowledge was assessed with 10 multiple-choice questions (MCQs). Clinical behavior was assessed during a 30-point simulated clinical management scenario (CMS). Primary analysis was performed on a modified intention-to-treat basis and compared: (1) SG vs. AT; and (2) SG vs. LSC. Results A total of 118 participants were included in the primary analysis (modified intention-to-treat model). No significant differences in MCQ results between the SG and control groups. SG group outperformed the LSC group in the CMS, with a moderate effect (score out of 30: 20.8 (3.2) vs. 18.7 (3.2), respectively, d = 0.65 (0.2–1.1), p = 0.005). No statistically significant difference between SG and AT groups in the CMS (score: 20.8 (3.2) vs. 19.8 (3.1), respectively, d = 0.31 (–0.1 to 0.8), p = 0.18). A sensitivity analysis (per-protocol model) was performed with similar outcomes. Conclusions This is the first investigator-blinded RCT assessing the efficacy of a highly immersive SG on learner attitudes, knowledge acquisition, and performance in simulated pediatric clinical scenarios. The SG demonstrated improved translation of knowledge to a simulated clinical environment, particularly compared to LSC. SGs show promise in pediatric medical education.

Dental Students' Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study.

The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students' safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. This study aims to examine dental students' web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the "learning environment" (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of "learning in preferred time" (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

Repurposing university library spaces for improved learning satisfaction: The moderating role of organizational size

This paper investigates the moderating influence of library size on the relationship between library space attributes and learning satisfaction. Employing a quantitative methodology, a sample of 196 university library users in Ghana was selected to investigate the perceived impact of repurposed library spaces on learning satisfaction. The author conducted an empirical analysis to examine how organizational size (the total number of workers at a particular location) moderates the association between library space attributes (including access and linkages [physical location and proximity to campus resources], usage patterns [highlights the hours when users are most active and displays when a specific app is utilized during the day], sociability [the propensity and corresponding abilities to look for friendship, interact with others, and take part in social activities], and comfort [a state of physically ease and freedom from pain or constraint]) and the learning satisfaction of users. The research, administered through a closed-ended questionnaire, underscored the significant influence of access and linkages, usage patterns, sociability, and the physical environment on users’ satisfaction levels. These four library space attributes together accounted for 13.1% of the variance in learning satisfaction, according to a multiple regression study conducted with SPSS version 27. Nevertheless, moderation analysis showed that there was no statistically significant relationship (p = 0.3370) between the characteristics of the library space and learning satisfaction through organizational size. The paper recommends adaptations to library designs to better align with the evolving learning needs of university library users in Ghana. A notable suggestion is the transformation of university libraries into dynamic physical spaces known as "learning commons" on campuses.

Professional commitment and willingness of art education college students to become teachers: Learning satisfaction as a mediator

There is currently a teacher shortage in remote areas in China, as the willingness of government-sponsored students to enter the profession continues to decrease because of factors such as high work pressure and relatively low salaries. We investigated the influence of professional commitment on willingness to enter the teaching profession among 395 government-sponsored teachers' college students majoring in art education, and assessed the mediating role of learning satisfaction in this relationship. The results indicated there was a significant positive correlation between professional commitment and teaching willingness. Additionally, learning satisfaction played a mediating role in this relationship. Our findings contribute to understanding of the relationships among professional commitment, teaching willingness, and learning satisfaction among teachers' college students majoring in art education within the context of Chinese higher education. The results also offer practical insights for educators to enhance the willingness of art education majors to enter the teaching profession.

Evaluation of antenatal simulation-based learning on satisfaction and self-confidence levels among Thai undergraduate nursing students during the COVID-19 pandemic: a mixed-method study

BackgroundDuring the COVID-19 pandemic, simulation-based learning (SBL) serves as an alternative teaching strategy for nursing students facing restricted access to antenatal clinical practicum. However, the factors predicting nursing students’ satisfaction, self-confidence, and their learning experiences remain unclear.ObjectiveTo identify factors predict satisfaction and self-confidence and explore the learning experiences of antenatal SBL.MethodsA Mixed methods research of the cross-sectional study design and descriptive qualitative research was conducted. A total of 100 third year nursing students who finished the Maternity-Newborn Nursing and Midwifery Practice course using antenatal simulation-based learning were invited to complete the online questionnaires. A total of seven questionnaires were administered, including a demographic questionnaire, the Attitude Scale toward Simulation-Based Education (SBE), the Professional Identity Scale for Nursing Students, the Perceived Stress Scale, the Evaluation of Teaching Competencies Scale, the Simulation Design Scale: Student Version, and the Student Satisfaction and Self-Confidence in Learning. The 20 nursing students who completed survey were asked to participate a qualitative focus group discussion. Multiple regression analysis was performed to investigate predictors, while qualitative data were analyzed using content analysis.ResultsThe quantitative results showed high levels of satisfaction (mean = 20.55, SD = 3.17) and self-confidence (mean = 32.44, SD = 4.76) after completing the antenatal SBL. In regression analysis, attitude toward SBE (Beta = 0.473, t = 5.376, p < 0.001) and attitude toward antenatal care simulation design (Beta = 0.338, t = 2.611, p < 0.011) were significantly associated with a high level of satisfaction with antenatal SBL, which accounted for 44.0% of the variance explained in satisfaction. Only attitude toward SBE was significantly associated with a high level of self-confidence in antenatal SBL (Beta = 0.331, t = 3.773, p < 0.001), which accounted for 45.0% of the variance explained in self-confidence. The qualitative results generated four themes: (1) positive attitude toward antenatal simulation; (2) turning reassurance into confidence; (3) I am really happy to learn; and (4) being a good nurse motivates and stresses me.ConclusionsAntenatal SBL is an effective teaching strategy that can support nursing students to build clinical confidence. Creating a positive learning environment allows students to have a positive attitude and experience with simulations.

Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study

The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.• A simple low tech instructional strategy can improve student on-task behavior.• Teachers can use an antecedent strategy to improve student behavior.• Strategies used in K–12 environments may work in higher education settings.• Successful applied behavior analysis strategies help include students in group participation.

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

Online learning has gained prominence due to numerous success stories, becoming a vital component and instrument for reforming classrooms in higher vocational education. However, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory provides a unique perspective, methods, and tools for researching online learning. This paper presents a comprehensive analysis of the existing literature, with a focus on social presence, learning satisfaction, and persistence. The results reveal the intricate impact of social presence on learning satisfaction and persistence in online learning environments. A systematic literature review (SLR) was conducted to uncover research findings from May 2013 to June 2023. The selected articles underwent a thorough assessment, and duplicates were removed. The updated criteria for conducting systematic reviews and meta-analyses were used for the literature review. The research team critically analysed, finalised, and deliberated on the significance of the SLR. Out of the 220 papers initially considered, 28 met the specific criteria for adjustment and inclusion/exclusion.

Dementia Education for Workforce Excellence: Evaluation of a Novel Bichronous Approach.

Dementia education and training for workforce development is becoming increasingly important in bridging knowledge gaps among health and social care practitioners in the UK and internationally. Dementia Education for Workforce Excellence (DEWE) was developed during the COVID-19 pandemic, blending both synchronous and asynchronous instruction and delivered across three different contexts: care homes, home care, and nurse education within the UK and India. This study aimed to evaluate DEWE using mixed methods with online survey data analyzed descriptively and interview data analyzed thematically. Integration of survey and interview data aimed toward a comprehensive evaluation of this novel approach for dementia workforce development. Thirty-four social care practitioners and nurse educators completed the online survey demonstrating high-level learner satisfaction, learning gains, behavioral change, and motivation to share new knowledge. Four key themes developed from the analysis of interviews (n = 9) around participants' pursuit of new knowledge; delivery modes in DEWE; learning gains and impact of DEWE; and adaptations for future program implementation. Findings suggest DEWE is an innovative resource that promotes person- and relationship-centered dementia care across all stages of one's dementia journey. Cultural adaptations are recommended for international delivery to ensure contextual alignment and maximum impact.

Predicting students’ E-retention in online learning during COVID pandemic: Evidence from the Students of Higher Education

Purpose&#x0D; On account of prevalent crisis of COVID-19, the challenges of pandemic compelled students to pitch in the advanced and extensive environment of e-learning. Thence, the study of epidemic change in the satisfaction and online learning outcomes require absolute investigation to inquire e-retention among students of higher education institutions.&#x0D; Design/methodology/approach&#x0D; This study employed the PLS-SEM technique to analyze the research results through Smart PLS software. Additionally, data were collected from students of higher education through a questionnaire.&#x0D; Findings&#x0D; The findings of this research reflect that all factors i.e., Direct Instructions/Lecture, Instructor-Learner Interactions, Learner- Learner Interactions, Internet Self-Efficacy, Perceived Social Presence have a positive and significant impact on Online Learning Outcomes and Online Learning Satisfaction. In response, these factors positively and significantly affect E-retention. &#x0D; Originality/value&#x0D; Higher education institutions and policymakers are the prime beneficiaries of this research paper. The paper makes a vital contribution to the literature by considering the role of online learning outcomes and online learning satisfaction for e-retention prediction in higher education, especially at the time of Covid-19.

Impact of the Febrile Podcast and Learning Resource as an Infectious Diseases Education Platform.

Febrile is an infectious diseases (ID) podcast and learning platform with the aim of providing high-quality and accessible ID content for learners. We describe the use of Febrile as a resource for learning and teaching ID as well as learner satisfaction and perceived impact on clinical practice. The Febrile platform was launched in December 2020 and includes audio podcast episodes, infographics, and detailed online summaries of adult and pediatric ID topics. Production and contributor information is summarized. Podcast, website, and social media engagement is reported from available quantitative analytics. An online anonymous survey was conducted to assess educational impact. After 3 years of operation, Febrile has produced 90 episodes and has been downloaded >460 000 times in 196 countries, with the majority of its audience (58.9%) listening from within the United States. A total of 230 participants from 30 countries and 38 US states completed the survey, of whom 79 (34.5%) were ID fellows in training and 78 (34.2%) were ID faculty physicians. Seventy-two percent of survey respondents reported visiting the website, and 82% had seen an infographic. Enhancing core ID knowledge was the primary driver for listening. Two-thirds of respondents indicated that information learned from Febrile has changed their practice, and 50% have used Febrile as a way to teach others. Febrile also led to favorable impressions of ID for those considering ID as a career. Febrile is an engaging platform for ID medical education and provides a unique resource within the global ID community.

Novel Scoring Scale for Quality Assessment of Lung Ultrasound in the Emergency Department.

The use of a reliable scoring system for quality assessment (QA) is imperative to limit inconsistencies in measuring ultrasound acquisition skills. The current grading scale used for QA endorsed by the American College of Emergency Physicians (ACEP) is non-specific, applies irrespective of the type of study performed, and has not been rigorously validated. Our goal in this study was to determine whether a succinct, organ-specific grading scale designed for lung-specific QA would be more precise with better interobserver agreement. This was a prospective validation study of an objective QA scale for lung ultrasound (LUS) in the emergency department. We identified the first 100 LUS performed in normal clinical practice in the year 2020. Four reviewers at an urban academic center who were either emergency ultrasound fellowship-trained or current fellows with at least six months of QA experience scored each study, resulting in a total of 400. The primary outcome was the level of agreement between the reviewers. Our secondary outcome was the variability of the scores given to the studies. For the agreement between reviewers, we computed the intraclass correlation coefficient (ICC) based on a two-way random-effect model with a single rater for each grading scale. We generated 10,000 bootstrapped ICCs to construct 95% confidence intervals (CI) for both grading systems. A two-sided one-sample t-test was used to determine whether there were differences in the bootstrapped ICCs between the two grading systems. The ICC between reviewers was 0.552 (95% CI 0.40-0.68) for the ACEP grading scale and 0.703 (95% CI 0.59-0.79) for the novel grading scale (P < 0.001), indicating significantly more interobserver agreement using the novel scale compared to the ACEP scale. The variance of scores was similar (0.93 and 0.92 for the novel and ACEP scales, respectively). We found an increased interobserver agreement between reviewers when using the novel, organ-specific scale when compared with the ACEP grading scale. Increased consistency in feedback based on objective criteria directed to the specific, targeted organ provides an opportunity to enhance learner education and satisfaction with their ultrasound education.

Towards Quality Assurance in MOOCs: A Comprehensive Review and Micro-Level Framework

MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill this gap by carrying out a systematic review of the existing literature on MOOC quality and proposing a specific quality assurance framework at a micro level. The methodology employed in this research consisted of a careful analysis of MOOC success factor’s using Biggs’ classification scheme, conducted over a four-year period from 2018 to 2022. The results highlighted the compelling need to consider various indicators across presage, process, and product variables when designing and evaluating MOOCs. This implied paying particular attention to pedagogical quality, both from the learner’s and the teacher’s point of view. The quality framework thus developed is of significant importance. It offers valuable guidance to MOOC designers, learners, and researchers, providing them with an in-depth understanding of the key elements contributing to MOOC quality and facilitating their continuous improvement. In addition, this study highlighted the need to address aspects for future research, including large-scale automated evaluation of MOOCs. By focusing on pedagogical quality, MOOCs can play a vital role in providing meaningful learning experiences, maximizing learner satisfaction, and ensuring their success as innovative educational systems adapted to the changing needs of contemporary education.

An interaction study of online learning satisfaction with parent-child relationships and trait coping styles.

As the physical and mental development of the young is not only influenced by the parent-child relationship (PR) and the student's academic performance, but also moderated by trait coping styles (TCS), the changes between these three during the online learning period in an epidemic need to be reconsidered. This study aims to explore the factors affecting online learning satisfaction (OLS) among students and their interaction with parent-child relationship and trait coping style. A web-based questionnaire was employed, encompassing general information, the Trait Coping Style Questionnaire (TCSQ), and queries related to OLS. A total of 1,287 valid questionnaires were collected, with 593 from junior high school students, 197 from high school students, and 497 from university students. Our findings indicate that parent-child relationship (PR), positive coping style (PCS), and learning status (LS) showed a positive correlation with OLS (r=0.110, P<0.001; r=0.786, P<0.001). Conversely, negative coping style (NCS) presented a negative correlation with OLS (r=-0.186, P<0.01). Multiple regression analysis of OLS reveals that PR has a significant impact on OLS (P<0.001, β=0.291), as does LS (P<0.001, β=0.767). However, trait coping styles (TCS) appear to have no significant effect on OLS. Notably, PR plays a significant and positive mediating role between LS and OLS, with a mediation effect of 0.0132 (P<0.05), accounting for 1.682% of the total effect. These findings suggest that strengthening parent-child interactions and fostering adaptive coping mechanisms could play a crucial role in enhancing students' satisfaction with online education. Such improvements could potentially contribute to superior academic outcomes and overall student well-being.

Navigating Online Learning Satisfaction in the Age of COVID-19: An Examination of Key Influencing Factors

&lt;p&gt;This study explores the key factors determining the success of online learning during the COVID-19 isolation. The analytical framework clarifies the role of social distancing attitude, social distancing intention, attitude towards online learning, and perceived value in developing user satisfaction. The research model was validated by fitting data gathered from 490 students in Asian countries through structural equation modeling (SEM). The results indicated that both social distancing attitude and social distancing intention do not have a significant impact on user satisfaction. The findings showed that both attitude and perceived value are significantly associated with user satisfaction. Risk perception affects social distancing attitude, attitude toward online learning, and perceived value. However, it does not impact social distancing intention. Cabin fever syndrome positively affects social distancing attitude while it negatively influences social distancing intention. The results would help to understand online learning success and to improve education strategies, explained by students&amp;rsquo; perception of COVID-19.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

지식정보처리 및 창의적 사고 역량 함양을 위한 공공데이터 시각화 기반 인공지능 교육 프로그램 개발

Objectives The purposes of this study are to develop an artificial intelligence utilization education program based on visualizing public data and using it for problem solving to cultivate knowledge-information processing and creative thinking competencies for middle school students, and to analyze its effectiveness in cultivating each of these competencies.&#x0D; Methods This study was conducted applying PDIE model of which stages contain preparation, development, implementation, and evaluation. and developed an eight-session education program for middle school students to visualize public data to find problems, explore ideas to solve them, and realize their ideas through making model using artificial intelligence. In this study, two classes of third grade middle school students were organized as a single group after convenience sampling to conduct pre- and post-tests. The collected data were analyzed using paired sample t-tests, and after among the open-ended responses, the education program was modified and supplied and supplemented.&#x0D; Results As a result of applying the education program of this study to a middle school, a substantial enhancement was found in both knowledge-information processing and creative thinking competencies, and learning satisfaction was at a good level.&#x0D; Conclusions It is significant that the artificial intelligence utilization education program based on visualizing public data is closely related to learners' lives, and the program has proven effective in cultivating knowledge-information processing and creative thinking capabilities of middle school students by applying the education program into the technological problem-solving process based on competency of the subject matter of technology.&#x0D;

Evaluation of The Usability of Virtual Reality as An Educational Tool for Nursing Student Simulators

Technology-based simulation learning methods have great potential to support education for students in the health sector. One of the innovations that can be done is virtual reality. In using virtual reality, paying attention to the quality of virtual reality services to provide learning satisfaction and motivate students to be active in the learning process is essential. VNursLab designed VR as an additional learning media for Padjadjaran University nursing students. Therefore, this study aims to identify nursing students' satisfaction with using VR as a learning media simulator.The method used is pre-experimental quantitative research and a one-shot case study approach. The sampling used in the study was purposive. Eighty-six respondents completed the research by following the VR simulation for 20 minutes and continued filling out the PSSUQ (Post-Study System Usability Questionnaire) questionnaire. The data were analyzed using descriptive analytics by finding the mean value of each aspect of the assessment obtained from the mean of each element of the respondent. The results show that the overall quality of VR VNursLab is good (2.2), with a mean value of system quality (2.3), mean InfoQual (2.21), and IntQual (2.28). Based on these results, VR VNursLab as a learning media with virtual simulation methods has a good quality of use assessment and provides satisfaction with nursing students' use.

Effectiveness Study of Cosmetology Education Using Virtual Reality

In this study, when Virtual Reality was applied to beauty education, we wanted to investigate students' learning immersion, learning satisfaction, and educational effects. A total of 52 researchers measured general characteristics, learning immersion, and learning satisfaction using online surveys. The survey was conducted once before and after using VR. Data analysis is SPSS v. US&gt;Leveraged the 25.0. As a result of frequency analysis, factor analysis, and correlation analysis, the higher the VR awareness, the higher the learning immersion and learning satisfaction (p&lt;.001). Interest (t=-3.202, p&lt;.01), concentration (t=-4.344, p&lt;.001), and realism (t=-3.980, p&lt;.001) of learning immersion have statistically significant positive (+) correlations. Self-satisfaction by subfactor of learning satisfaction (t=-3.616, p&lt;.01), achievement (t=-4.243, p&lt;.001), and utilization (t=-3.325, p&lt;.01) were found to have a statistically meaningful positive correlation. In addition, the higher the learning immersion level, the higher the learning satisfaction level. These results suggest that beauty education using Virtual Reality is effective when using VR in terms of learning immersion and learning satisfaction. In follow-up research, it is considered necessary to design educational programs to utilize VR and to confirm the effectiveness of them.

The Effects of Learner Characteristics on Learning Flow and Learning Satisfaction in the Flipped Learning of Chinese Beauty Major College Students

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning self-efficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.

Religiosity and Learning Satisfaction among Students in the Islamic Religious Education Program

Learning satisfaction is an essential aspect of the educational process and has become a central topic in many studies. This study investigates the effect of religiosity on student learning satisfaction. The researcher utilized a quantitative research method with a survey design. The Krejcie &amp; Morgan formula was employed to ascertain the sample size, yielding 103 respondents out of 150 students enrolled in the Islamic Religious Education program at IAIN Kerinci for the Academic Year 2023/2024. The simple random sampling technique was applied to select the participants. Data collection was carried out using two research scales, namely the religiosity among muslims scale and the student course satisfaction questionnaire. The data collected was then analyzed using descriptive statistics and simple linear regression. The finding revealed that students' learning satisfaction and religiosity were high. Furthermore, it was found that religiosity significantly affected student learning satisfaction. These findings indicate that strong and active religiosity positively relates to learning satisfaction.

대학의 실시간 온라인 수업에서 디지털 리터러시, 실재감, 몰입 및 학습만족도의 구조적 관계

In the context of the recent expansion of 100% online classes in colleges, there has been a notable surge in interest and utilization of synchronous online classes. Consequently, this study aims to enhance learning satisfaction in synchronous online classes by investigating the structural relationships among pertinent variables, namely digital literacy, presence, and flow. The study involved 301 university students who actively participated in synchronous online classes at both B University in Daejeon and K University in Chungcheong-do. The collected data underwent thorough analysis using structural equation modeling. The study found that digital literacy, presence, and flow were predictors of learning satisfaction in synchronous online classes. Digital literacy had a positive impact on teaching presence and learning presence. Teaching presence only affected cognitive presence among learning presence, and cognitive presence positively affected flow and learning satisfaction. Emotional presence had a positive effect on flow and flow had a positive effect on learning satisfaction. Furthermore, cognitive presence, emotional presence, and flow were validated as mediators. These results suggest that digital literacy, presence, and flow should be enhanced to improve learning satisfaction in synchronous online classes.