Learning Satisfaction Research Articles

A Study on the Impact of on Learning Satisfaction Among University Students from the Perspective of Online Aerobics Courses — Focusing on the Mediating Effect of Learning Motivation and Learning Engagement

The purpose of this paper is to analyse the effect that on aerobics online courses will have on university students’ learning satisfaction, and the mediating role that learning engagement and learning motivation will play between aerobics online courses and university students. 1,000 university students majoring in “aerobics” were used as the research subjects. Afterwards, the explanatory variable was “aerobics”, the explanatory variable was “university student learning satisfaction”, and the mediating variables were “learning engagement” and “learning motivation”. The data obtained from the questionnaire survey were analyzed empirically using descriptive statistics, reliability test, analysis of variance, correlation analysis, regression analysis and validation analysis of mediating variables. Based on the results, first, there are significant gender and grade differences in college students, college students’ learning satisfaction, college students’ learning engagement and college students’ motivation. Second, there are negative correlations between college students’ and college students’ learning satisfaction, college students’ learning satisfaction, college students’ learning engagement and college students’ learning motivation. Third, the regression results showed that the stress of the online aerobics course has a negative impact on the satisfaction of the students, and the higher the stress felt by the students in the online aerobics course, the lower the learning engagement and learning motivation of the students and the lower the learning satisfaction of the students. As the conclusion, universities should focus on improving the teaching format of aerobics online courses to relieve the stress of university students, improve their commitment, motivate them to learn and achieve an increase in their satisfaction.

Effects of Using Immersive Virtual Reality for Science Education on Learning Outcomes: A Randomized Controlled Pilot Study

Immersive virtual reality (IVR) technology influences students cognitive process and affective experience according to previous research findings. Yet empirical studies that investigate the impact of immersive virtual reality (IVR) on science education in secondary schools are limited. This article reports a pilot study that has two objectives: 1) To investigate whether learning science with IVR leads to more positive learning outcomes than that with a traditional video-viewing activity; 2) To investigate whether corrective feedback produces more positive learning outcomes than explanatory feedback in IVR-mediated contexts. A randomized controlled pilot trial was designed during a school year at a secondary school in western China. Forty-seven participatory students were randomly assigned to a control group (learning with instructional videos, n = 17), an intervention group 1 (learning with IVR with corrective feedback, n = 15), and an intervention group 2 (learning with IVR with explanatory feedback, n = 15). We evaluated an array of student learning-related outcomes, including extraneous and germane cognitive load, intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement. The results revealed significant difference in intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement and insignificant difference in extraneous and germane cognitive load when students learned with video and IVR. In terms of the type of feedback provided in IVR-mediated environments, students who were prompted with corrective feedback and explanatory feedback showed little difference in their learning outcomes. Reasons related to the findings and limitations are discussed.

Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar

BackgroundVirtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was to examine learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar among nursing students.MethodsA descriptive cross-sectional study was used. Forty-two junior nursing students completed survey questionnaires after participating in computer-based virtual clinical simulation and clinical case seminar, which aimed at acquiring knowledge and care skills in geriatric nursing.ResultsSignificant differences in two methods were found in learning flow which included challenge-skill balance (t = -2.24, p < .05) and action-awareness merge (t = -3.32, p < .01). There was no significant difference in learning self-efficacy (t=-1.52, p = .137) and learning satisfaction (t=-0.92, p = .365).ConclusionsWhen there’s a mismatch between the perceived challenge and the students’ skill levels, it can hinder the learning process. Therefore, instructors should evaluate the clinical skill levels of their students and make necessary adjustments to the difficulty levels of simulation and clinical case seminar accordingly.

Designing effective discussion forum in MOOCs: insights from learner perspectives

IntroductionThe study focuses on addressing the gap between the perspectives of learners and the designers of Massive Open Online Courses (MOOCs), with a particular emphasis on asynchronous discussion forums within these courses. The primary objective of this study is to bridge the gap in understanding between MOOC designers and learners regarding the organization and usability of discussion forums.MethodsIt aims to achieve this objective through a navigation experiment that investigates three main factors: (1) Classification of Discussion Forum Posts: This involves how discussion forum posts are categorized or organized. (2) Design of Different Discussion Forum Patterns: The study explores the effectiveness of various discussion forum design patterns. (3) Evaluation of Learners’ Perspective: It assesses the learners’ experiences and viewpoints regarding the discussion forums. The study identifies a gap in prior research, where the learner’s perspective has often been neglected when examining discussion forum organization and usability in MOOCs.ResultsThe results of the study indicate that the redesigned discussion forum was successful in reducing the time required by learners to navigate and explore the discussion forum. This suggests that improvements in interactive user interfaces, design elements, usability, and time efficiency can enhance the design of asynchronous discussion forums in MOOCs. The study offers recommendations and insights that MOOC designers can implement to create more effective and engaging discussion forums. These recommendations are based on the identified features and design elements that are crucial for learner satisfaction and interaction efficiency. Implementing the study’s findings by considering learner perspectives, MOOC designers can enhance the overall quality of the learning process. This includes making the learning environment more engaging for both learners and instructors.DiscussionThe study contributes to the field of online education by emphasizing the importance of learner perspectives and offering practical guidance on optimizing the design, usability, and time efficiency of discussion forums in MOOCs. In summary, this study seeks to improve the design of asynchronous discussion forums in MOOCs by focusing on the learners’ perspective, usability, and efficiency. It not only identifies key factors but also provides recommendations for MOOC designers to enhance the learning experience and engagement within these online courses.

대학생의 이러닝 준비도, 실재감, 학습성과의 구조적 관계

For this study, a survey targeting 420 students from a 4-year university in Cheonbuk Province. The specific findings of this study are as follows. &#x0D; First, the research model devised to examine the structural relationships among e-Learning readiness, presence(teaching presence, cognitive presence) and learning performance(perceived achievement, learning satisfaction, intention to persist in learning) perceived by the university students was fit. This means there are significant structural relationships among e-Learning readiness, presence(teaching presence, cognitive presence) and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). Second, when analyzing the direct effects of the variables, the significant direct effects were found between 1) e-Learning readiness and learning satisfaction, 2) e-Learning readiness and intention to persist in learning, 3) e-Learning readiness and presence(teaching presence, cognitive presence), 4) teaching presence and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), 5) teaching presence and cognitive presence, and 6) cognitive presence and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), except for the direct effects on e-Learning readiness and perceived achievement. Third, when analyzing the indirect effects of the variables, there were significant mediating effects of teaching presence in the relationship between 1) e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning), and of cognitive presence in the relationship between 2) e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning). Also, the double-mediating effects of teaching presence and cognitive presence were significant in the relationship between e-Learning readiness and learning performance(perceived achievement, learning satisfaction, intention to persist in learning).&#x0D; This study verified the causal relationships of individual variables, which are relevant to high learning performance in university e-Learning and suggested a methodology to enhance the level of learning performance. In conclusion, the study suggests the need for an instructional design to reinforce e-Learning readiness for enhancing learning performance and for a consideration of teaching presence and cognitive presence factors for an instructional design.

Effect of Augmented Reality Smart Glasses-based Nursing Skills Training for Nursing Students’ Medication Administration Safety Competency: A Quasi-experimental Study

Purpose: This study investigated the effects of augmented reality (AR) smart glasses-based nursing skills training for nursing students’ medication administration safety competency. Methods: A nonequivalent control group non-synchronized design was used. The participants were 63 sophomore nursing students taking fundamental nursing practice, with 33 in the experimental group and 30 in the control group. The nursing intervention in this study was AR smart glasses-based training on peripheral intravenous infusion nursing skills. In the pretest, information about participants’ general characteristics and confidence in medication safety were collected, and the post-test measured flow degree, learning satisfaction, skill competency, and confidence in medication safety. The collected data were analyzed using the x2 test, the Fisher exact test, and the independent t-test. Results: There were significant differences in the flow degree score, learning satisfaction score, and skill competency score between the two groups. Conclusion: This study confirmed that providing AR smart glasses-based nursing skills training for medication administration contributed to increasing flow degree, learning satisfaction, and skill competency among nursing students.

The development and effects of a nursing education program for hyperglycemia patient care using standardized patients for nursing students

Purpose: This study aimed to evaluate the effects of a nursing education program for hyperglycemia patient care using standardized patients.Methods: This study used a nonequivalent control group pre-test and post-test non-synchronized design. A total of 50 senior university nursing students who had completed an adult nursing course participated in this study (experimental group, n=24; control group, n=26). This nursing education program was developed according to the stages of analysis, design, development, implementation, and evaluation. The collected data were analyzed using &lt;i&gt;χ&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt;-test, Fisher’s exact test, independent t-test, paired t-test, and repeated measure ANOVA.Results: Significant differences were shown between the experimental and control groups in clinical performance ability (F=277.41, &lt;i&gt;p&lt;/i&gt;&lt;.001), communication skills (F=47.18, &lt;i&gt;p&lt;/i&gt;&lt;.001), self-efficacy (F=3.81, &lt;i&gt;p&lt;/i&gt;=.031), and learning satisfaction (t=2.25, &lt;i&gt;p&lt;/i&gt;=.033). Problem-solving ability was not statistically significant between the groups.Conclusion: The nursing education program for hyperglycemia patient care using standardized patients was effective in improving nursing students’ clinical performance ability, communication skills, and learning satisfaction. Therefore, it is proposed that the education program developed in this study be used as part of an education program to enhance nursing students’ abilities in caring for hyperglycemia patients.

The Effect of Self-regulated Learning Ability on Learning Commitment and Learning Satisfaction : Focused on Student Majoring in Airline Service

The Effect of Self-regulated Learning Ability on Learning Commitment and Learning Satisfaction : Focused on Student Majoring in Airline Service

Team-based learning in the internal medicine clerkship didactics.

Active-learning approaches, such as team-based learning, are infrequently used in internal medicine clerkship didactics even though there is increasing evidence to suggest medical students prefer it over traditional lecture-based learning. In this study, five team-based learning sessions were incorporated into three blocks of a 12-week internal medicine clerkship. The goal of this quasi-experimental study was to compare learner engagement, satisfaction and preference between team-based learning and lecture-based learning in the internal medicine clerkship didactics. Outcomes were compared using the Classroom Engagement Survey, a satisfaction questionnaire and the Team-Based Learning Student Assessment Instrument (TBL-SAI). There was a statistically significant difference in the classroom engagement scores between team- and lecture-based learning (P < 0.0001) with a median of 39.0 and 33.0 in the team-based learning and lecture-based learning groups. For learning preference, the median TBL-SAI score was substantially above neutral. Across all team-based learning sessions, 100% of students were satisfied or strongly satisfied with the learning style as a valuable experience and as a way to learn course material, and only one student was not satisfied or strongly satisfied with team-based learning to improve problem solving skills. The classroom engagement and learning style preference findings were consistent with previously published data in other clerkship settings. Student satisfaction was more consistent with team-based learning than with the lecture-based learning, which may be because of the consistent format whereas lecture-based learning style was faculty dependent. Students preferred team-based learning and had improved engagement and satisfaction when compared to lecture-based learning. This study provides evidence in favour of team-based learning as a strategy to incorporate active learning in clerkship didactics.

대학교육에서의 플립드러닝 효과성 탐색

The purpose of this study is to measure and analyze the effect of flipped learning on learning immersion, outcome achievement, and learning satisfaction for students in the Department of Health Administration, and to further revitalize student-centered classes. This study was conducted to find implications for the following.&#x0D; The research method is an exploratory research study through pre- and post-analysis, and the research subjects are 32 students attending the Department of Health Administration at University B. The pre-survey before applying flipped learning was conducted on March 6, 2023, and the post-survey after the subject was administered was conducted on June 19, 2023. The collected data were analyzed with the SPSS/WIN 27.0 program. Frequency analysis was conducted on the general characteristics of the study subjects, and a paired-sample t-test was conducted on learning outcomes after a pre-survey and post-survey on the application of flipped learning classes.&#x0D; As a result of the study, the average post-survey score was found to be high through pre- and post-comparative analysis of learning immersion, outcome achievement, and academic satisfaction after running the flipped learning class. Significant results were found in the interest factor among the learning immersion factors, and in the factors of achievement motivation, satisfaction, and relationship utilization among the outcome achievement factors. In particular, the effects of achievement motivation and satisfaction were found to be high. The academic satisfaction factor showed a high effect of learning-related satisfaction.&#x0D; Based on these results, it is believed that it is effective to apply flipped learning to improve learners' academic satisfaction and confidence in medical terminology subjects.

Let's Go On A Virtual Reality Trip!: The Effect on the Students’ Literacy, Interest, and Satisfaction in Cultural Learning

This research focused on the effect of a field trip-based virtual reality (VR) application on literacy, interest, and satisfaction of elementary school students. A quasi-experimental method was used with 370 participants from 6 areas in Jakarta. Data was collected using multiple-choice questions and questionnaires, while analysis used descriptive statistics and independent sample t-tests. The result indicated that Fieldtrip-based Virtual Reality (FVR) positively and significantly influenced cultural learning. First, FVR enhances students' literacy skills by providing an immersive experience. Moreover, its interactive features increase students' interest in cultural learning. Then, the unique and fun virtual environment increases satisfaction when learning is taking place. In conclusion, this study demonstrates the favorable influence of FVR on students' cultural learning, underscoring its potential as an effective educational tool for primary school students.

Learner satisfaction with synchronous and asynchronous virtual learning systems during the COVID-19 pandemic in Tehran university of medical sciences: a comparative analysis

BackgroundThe need for electronic learning and its systems, especially during specific circumstances and crises, is crucial and fundamental for users in universities. However, what is even more important is the awareness and familiarity of learners with different systems and their appropriate use in e-learning. Therefore, the present study was conducted to determine the satisfaction of learners with synchronous and asynchronous electronic learning systems during the COVID-19 period at Tehran University of Medical Sciences.MethodsThe present study was a descriptive-analytical study conducted cross-sectionally from the first semester of 2019–2020 academic year until the end of the second semester of 2021–2022 academic year, coinciding with the COVID-19 pandemic. The sample size was determined to be 370 students and 650 staff members using the Krejcie and Morgan table. The face validity and reliability of the research tool, which was a researcher-made questionnaire, was confirmed. Considering a response rate of 75%, 280 completed questionnaires were received from students, and 500 completed questionnaires were collected from employees. For data analysis, absolute and relative frequencies, as well as independent t-test, analysis of variance (ANOVA), and Post Hoc tests in the SPSS software were utilized.ResultsDuring the COVID-19 pandemic, both students and staff members at Tehran University of Medical Sciences showed a relatively decreasing level of satisfaction with electronic learning. There was a significant difference in satisfaction between these two groups of learners regarding electronic learning (P = 0/031). Learners were relatively more satisfied with the offline system called “Navid” compared to online learning systems. Among the online systems, the highest level of satisfaction was observed with the Skype platform.ConclusionAlthough learners expressed relative satisfaction with electronic learning during the COVID-19 period, it is necessary to strengthen infrastructure and provide support services, technical assistance, and continuous updates for electronic learning platforms. This can contribute to more effective and efficient utilization of electronic learning, especially during particular circumstances and crises, or in hybrid models combining online and face to face education and training.

Examining the Status of Clinical Training of Undergraduate Students in the Operating Room at Hamadan University of Medical Sciences in 2023

Background: The operating room is a critical therapeutic area, accounting for approximately 60% of unintended hospital incidents. At times, due to insufficient staff experience, life-threatening issues may arise for patients. Thus, the role of clinical education for operating room students, who form a segment of future personnel stationed in the surgical team, is highly vital and impactful. The effectiveness of this education can be significantly improved by receiving feedback from these students. The aim of our study was to evaluate the effectiveness of clinical education from the viewpoint of operating room students. Methods: This descriptive cross-sectional study was conducted from February 2023 to April 2023. The research population included all Hamedan University of Medical Sciences operating room students. A sample of 47 individuals was selected by the census method. Data were collected using a demographic questionnaire and the Choo and Bowley effectiveness evaluation questionnaire. The data were analyzed using SPSS-25 and descriptive statistics. Results: Overall, 59.6% of the subjects were females, and the remaining 40.4% were males. No significant relationship was observed between the students’ age, gender, marital status, and academic semester and the average evaluation score of the effectiveness of clinical education (P &gt; 0.05). The average effectiveness score for clinical education programs was 35.50 ± 10.74, indicating that for most individuals (66%), the educational program was somewhat effective, and for 34% of individuals, the educational program was highly effective. Conclusion: The results revealed the relative effectiveness of the clinical education program for operating room students; thus, the satisfaction of clinical learners was somewhat satisfactory. However, further student satisfaction and more effective clinical education are necessary. Therefore, serious attention from managers and clinical instructors to implement innovative educational programs to enhance the level of clinical learners seems necessary.

Toward a multilevel framework of multicommunicating: Insights from a systematic review

With the rise of smartphones, social media, and various digital communication platforms, multicommunicating (MC) has become prevalent, where individuals simultaneously engage in multiple communication tasks using information and communication technologies. However, the existing research on MC is fragmented and lacks a comprehensive understanding of its implications for and consequences on individuals and groups in various work, personal, and social contexts. This study proposes a multilevel framework to address these gaps and provides insights into the dynamics of MC at different levels: individual communicators, dyadic relationships, group dynamics, and the broader communication network. Through a systematic review of MC studies published in the last two decades, we identified trends in publication characteristics and research contexts. Existing research was conducted in educational, business, and social settings. Most studies focused on individual-level mechanisms and impacts, with findings indicating that MC negatively affects task performance, learning satisfaction, and psychological engagement. Additionally, our review examined the influence of MC on dyadic outcomes, such as social evaluation and communication partner satisfaction. Based on the review, we identified gaps and proposed future research directions to enhance our understanding of MC. By adopting a multilevel perspective, this study contributes to a more comprehensive understanding of MC, encompassing individual-level processes, social dynamics, and even a few emerging network effects.

Designing a Smart Classroom Based on a Multi-Screen Interactive Learning System for Improving Student Satisfaction

There are several issues with traditional classroom teaching, including the sporadic presentation of lecture materials, the reliance on a single, traditional teaching method, and a lack of student engagement and initiative. These problems seriously impact the quality of engineering education. Combining the advantages of mobile learning and multi-screen displays, this paper proposes a smart classroom architecture based on a multi-screen interactive learning system (MSILS). The proposed smart classroom system supports students in conducting learning activities in a multi-screen learning environment. Its goal is to enhance interaction and increase student satisfaction in engineering classroom learning. For the evaluation, an experiment was conducted in a science and engineering-related course at a university in China. The research results show that students who received instruction with the proposed system reported higher satisfaction in four areas: information technology, teaching methods, perceived value, and learning satisfaction. Approximately 90% of the 629 undergraduate students who participated in the experiment expressed their desire to continue their studies in this smart classroom. This indicates that students are more interested, expectant, helpful, and engaged in the target courses they are taking after using the smart classroom system.

대학생의 개인특성, 학습경험, 학습 만족도 및 학습성과의 구조적 관계

Objectives The purpose of this study is to analyze the structural relationships between college students' personal characteristics (self-efficacy, self-directedness, learning motivation, major selection motivation) and their learn-ing experiences, learning satisfaction, and learning outcomes based on the I-E-O learning process model. Methods A total of 1,042 students from A University in Seoul were surveyed to measure their self-efficacy, self- directedness, learning motivation, major selection motivation, learning experiences, learning satisfaction, and learning outcomes. The structural equation modeling was employed to analyze the structural model. Results Among the personal characteristics, self-efficacy had a positive influence on peer interaction, learning satisfaction, GPA, and cognitive and non-cognitive learning outcomes. Self-directedness had a positive impact on learning experiences during class but showed a negative effect on learning satisfaction and GPA. Both external and internal learning motivations had a positive influence on learning experiences during class, and external learn-ing motivation had a negative impact on peer interaction. External major selection motivation had a positive effect on peer interaction but negatively affected grades and learning experiences during class. On the other hand, in-ternal major choice motivation had a positive influence on learning satisfaction and peer interaction. Learning ex-periences during class and peer interaction had a positive impact on cognitive and non-cognitive learning out-comes, and learning experiences during class also positively affected GPA. Peer interaction did not significantly affect grades but had a positive influence on learning satisfaction. Lastly, the relationship between self-efficacy and cognitive and non-cognitive learning outcomes was mediated by peer interaction and learning satisfaction, while the relationship between internal learning motivation and cognitive and non-cognitive learning outcomes was mediated by learning experiences during class and learning satisfaction. Conclusions The findings suggest that universities should provide information to enhance students' internal learning motivation and major selection motivation to improve their learning experiences and outcomes.

성인학습자의 평생학습 참여동기가 학습전이에 미치는 영향:학습자만족의 매개효과

Objectives The purpose of this study is to empirically analyze the relationship between lifelong learning partic-ipation motivation, learner satisfaction, and learning transfer for adult learners. Methods An empirical analysis was conducted by conducting a survey on 342 adult learners participating in life-long learning at lifelong education institutions located in the Seoul metropolitan area by multi-regression analysis and bootstrapping with SPSS statistical program. Results The following major results were derived. First, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a significant positive effect on learner satisfaction. Second, it was found that adult learners' learner satisfaction had a significant positive effect on learn-ing transfer. Third, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-ori-ented motivation were found to have a significant positive effect on learning transfer. Fourth, both number learn-ing-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a positive effect on learning transfer through learner satisfaction. Conclusions It was identified through empirical analysis that goal-oriented motivation is important for adult lear-ners' satisfaction and learning-oriented motivation is important to increase learning transfer.

예비교사를 위한 현장기반 문제해결 수업의 교육적 효과

Objectives This study aimed to examine the effects of design thinking and chatbot GPT on social problem-solving ability, communication ability, learning participation, and learning satisfaction of pre teachers in a class to solve problems in the actual education fields. Methods To this end, 55 pre teachers who were taking the course of sociology of education at a university in S city, Gyeonggi-do, were targeted. The measurements for the educational effect were conducted before and after the experiment. The collected data were analyzed by SPSS 22 and jamovi 2.3 programs. Results The field-based problem-solving class using design thinking and chatbot GPT was found to have a stat-istically significant effect on social problem-solving ability, communication ability, learning participation, and learning satisfaction of pre teachers. Conclusions This study suggests that design thinking and chatbot GPT can help pre teachers develop their com-petencies as teachers. Furthermore, this study can be a meaningful foundation for education using conversational AI.

The effects of introducing virtual reality communication simulation in students' learning in a fundamentals of nursing practicum: A pragmatic randomized control trials

AimThis study was conducted to examine the effectiveness of a virtual reality communication simulation (VRCS) in teaching communication skills in fundamentals of nursing practicum. BackgroundEffective communication skills are an integral part of the nursing profession and the foundation of high-quality nursing care. Effective communication not only addresses the needs of patients but is also necessary for maintaining patient safety. Many studies have reported the inadequacy of nursing students in communicating with patients. Nursing students often experience stress due to their lack of adequate skills to communicate effectively with patients and their family members. DesignA pragmatic randomized controlled trial research with four within-subjects assessments (at the baseline (T0), 1st week (T1) and 3rd week (T2) of the clinical practice and 1 week after the end of the clinical practice (T3)) and between-subjects assessments. Settings and participantsEighty-four nursing students at a university of Science and Technology in central Taiwan. MethodsThe students were randomly assigned to an experimental group (n = 42) and a control group (n = 42). The experimental group received a VRCS, whereas the control group received the nurse–patient communication teaching video. The data were collected from April 2022 to August 2022. The Kalamazoo Essential Element Communication Checklist, Communication Self-Assessment Scale, Learning Satisfaction Questionnaire and Stress Scale for Nursing Students in Clinical Practice were used for data collection. ResultsAt baseline, the control group had higher scores on communication ability and confidence compared with the experimental group (t = −3.91, p <.001; and t = −2.35, p =.021). In the first week of clinical practice, the experimental group had significantly higher mean scores for communication ability compared with the control group (β = 15.99, 95 % confidence interval [CI] 13.79, 18.18) and communication confidence and learning satisfaction compared with controls at T1, T2 and T3 of the clinical practice (all, p <.001). The clinical practice stress scores of the experimental group were significantly lower than those of the control group at T1, T2 and T3 of the clinical practice (all, p <.05). ConclusionsThe newly developed VRCS is acceptable and worthwhile for training nursing students to develop communication abilities. This study suggests that VRCS practice should be arranged as early as possible in fundamentals of nursing practice courses and before the fundamentals of nursing practicum so as to facilitate the learning of effective communication. Follow-up research is needed to evaluate the long-term effects of virtual reality education in nursing practice.

Motivating online language learning: exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction.

This study delves into the intricate network of motivational factors that influence online learning satisfaction among intermediate-level English as a Foreign Language (EFL) students in mainland China. A diverse sample of 496 EFL students participated in this research. Structural Equation Modeling was employed as the analytical method. The results of the study reveal significant and positive relationships between ideal L2 self and L2 grit with online learning satisfaction. Additionally, online learning self-efficacy emerged as a crucial mediator between ideal L2 self and online learning satisfaction, as well as between L2 grit and online learning satisfaction. These findings provide valuable insights into the motivational dynamics within online language learning contexts. They offer practical implications for educators and instructional designers seeking to enhance students' online learning experiences.