Level Of Learning Engagement Research Articles

The Relationship between Parental Educational Involvement and Learning Engagement among Chinese Middle School Students: The Mediating Effect of Gratitude and Hope.

Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental-ecological model of student engagement and relevant theoretical frameworks, this study used the quantitative analysis method to construct a chain mediation model to test the relationship between parental educational involvement and the learning engagement of middle school students, as well as the potential mediating role of gratitude and hope. This study employed a cross-sectional study using whole-cluster random sampling to measure middle school students aged 11-18 years old in two schools over a one-week period. Through the use of self-reporting surveys, this study assessed the levels of parental educational involvement, gratitude, hope, and learning engagement among 754 middle school students (48% female; Mage = 14.83, SD = 1.65) in Hubei Province, China. The mediation effect was analyzed using regression analysis and the chained mediation model and tested via the Bootstrap method. The findings suggested that parental educational involvement significantly positively related to learning engagement among middle school students, while gratitude and hope serve as partial mediators in the relationship between parental educational involvement and learning engagement. These findings revealed the psychological mechanisms underlying the relationship between parental educational involvement and learning engagement among middle school students, providing valuable insights for enhancing their level of learning engagement.

Analisis Keterampilan Guru dalam Membuka dan Menutup Pelajaran pada Pembelajaran PAI di SDN 011 Sangatta Utara

This research focuses on students who show less involvement and seriousness in learning. This research emphasizes the importance of using effective lesson opening and closing techniques during the learning process to increase student participation and achieve learning goals. This research aims to analyze the impact of teachers' skills in opening and closing PAI lessons on student engagement, using qualitative methods such as observation, interviews and document analysis to ensure the credibility of the data. teachers have used lesson opening and closing skills to increase student engagement, although not all of these skills are used optimally. There are several indicators, such as student interaction and use of tools, that are not commonly used by teachers. As a result, the skills for opening and closing PAI lessons have been implemented but not fully maximized by teachers. Despite this, students have shown a high level of engagement in learning, which indicates that the better the teacher's skills, the more engaged the students will be.

Analysing the influencing factors of on-line studying engagement of preparatory international students: A case study of the science and technology Chinese course

With the rapid development of network technology, cross-regional on-line higher education is becoming one of the mainstream directions of distance education development. The effectiveness of on-line studying is significantly influenced by the level of learning engagement, and research on this topic can help learners by providing them with process-oriented learning support and targeted teaching interventions. Using the example of on-line Science and Technology Chinese Course for preparatory international students at four universities in China, this study collected self-reported data from 463 students using a survey method. The questionnaire was divided into two parts: the on-line studying engagement scale and the factors influencing on-line studying engagement. Descriptive statistical analysis and differential testing were conducted on the data using SPSS software, and the structural validity of the questionnaire was tested using AMOS software. With the assistance of Smart PLS, a model of the influencing factors of on-line studying engagement was constructed to explore the relationship between on-line studying engagement and its influencing factors. The study found that: The overall level of engagement in on line studying for preparatory international students is above average. In demographic factors, apart from gender, all other variables have a significant impact on on-line studying. Student-level factors will have a more significant positive impact on the degree of on-line studying engagement of preparatory international students. Among them, academic self-efficacy, basic psychological needs satisfaction, the difficulty of the on-line course, and completion of the assignment have a significant positive effect. The influence of teacher-level factors on behavioral engagement and emotional engagement is stronger than that of student-level factors. However, the emotional support of teacher-level factors, the on-line environment of environmental-level factors, and the perceived usefulness of technology of teacher-level factors have a certain negative impact on engagement in online studying. According to the research results, this paper puts forward the optimization strategies of accelerating the update frequency of Chinese learning materials, strengthening the input of on-line emotional support, and holding language learning activities with cultural characteristics. This study makes an in-depth analysis of the influencing factors of preparatory international students’ on-line Chinese studying engagement, and puts forward the optimization strategies to improve the quality of on-line studying, to provide theoretical and practical reference for the development of cross-regional on-line higher education.

Classifying engagement in E-learning through GRU-TCN model using photoplethysmography signals

Learning engagement is regarded as an important metric for assessing E-learning since it is related to the quality of online education and student performance. Previous studies have identified a correlation between heart rate variability (HRV) and learning engagement. However, a comprehensive and systematic investigation of the underlying mechanisms remains lacking. In this study, a GRU-TCN model was developed to classify learner engagement levels in E-learning based on photoplethysmography (PPG). PPG signals were collected from 40 participants as they learned the video course under task conditions of no-interference, music & bullet chat stimuli, and mental arithmetic. Twenty-eight HR/HRV metrics (including time-domain, frequency-domain, and Non-linear metrics) were examined, among which 10 metrics were sensitive to changes in learner engagement. To adjust for individual differences in heart response in learning tasks and to enhance the data, a three-step processing procedure was conducted to evaluate the PPG signals of each participant: (1) defined three levels of learning engagement: full attention, external, and internal divided attention, (2) normalized HRV metrics for different engagement levels by using the average metric of participants' baseline states, (3) Enhanced data with sliding time windows. The GRU-TCN classification model achieved F1-scores of 95% in the training set and 85% in the testing set, respectively, enabling effective automatic real-time tracking of learner engagement in E-learning.

The Future of Islamic Education: Breaking Through Boundaries with Line Follower Robot Trainers Toward the Era of Society 5.0

This research aims to identify and implement the Line Follower Robot Trainer as an innovative effort to advance Islamic education in facing the Society 5.0 era. The research focuses on SMK NU 1 Karanggeneng, Lamongan, as a case study, where robotic technology is used as a learning tool to integrate Islamic concepts with technological advances. This research proposes the Research and Development (R&D). The results showed that using the Line Follower Robot Trainer significantly improved students' understanding of their technological skills. The survey showed that most students (85%) felt more engaged and excited about learning Islam with the help of the Line Follower Robot Trainer. Students reported higher levels of engagement in learning with the robot, and teachers expressed positive support for using this technology in learning. These positive results reflect the potential of technology in enriching students' experiences in preparing for changes in the evolving Society 5.0 era. This research provides a greater understanding of the role of technology in supporting Islamic education, bridging the gap between tradition and innovation, and bringing Islamic education into an increasingly digitized future. The implications of this research can help Islamic education institutions utilize technology as a powerful tool to spread religious values and prepare students to face an increasingly digitally connected era.

A study on the relationship between student' learning engagements and higher-order thinking skills in programming learning

Learning engagements in programming learning activities are critical to developing students' higher-order thinking skills. This study aimed to investigate the relationship between K-12 students' learning engagement levels (i.e., cognitive engagement, emotional engagement, and behavioral engagement) and higher-order thinking skills (i.e., computational thinking, problem solving, creative thinking, and critical thinking) in programming learning, and the moderating effects of behavioral engagement and emotional engagement on this relationship. A total of 714 K-12 students in China's Zhejiang Province participated in this study and completed an online questionnaire, which included the learning engagement scale and the high-order thinking tendency scale. Cross-sectional survey data were analyzed using Pearson's correlation coefficient and hierarchical multiple regression as a way to examine the relationship between the variables. The results showed that cognitive engagement, emotional engagement, and behavioral engagement were all key factors in developing those students' higher-order thinking for programming learning activities in K-12 students during associated activities. Furthermore, when the students' emotional engagements were elevated, the positive relationships between cognitive engagement, computational thinking, and creative thinking were closer. Inversely, when students' behavioral engagement was high, the positive relationship between cognitive engagement and critical thinking, and the positive relationship between emotional engagement and problem-solving and critical thinking became looser. These results can help deepen educators' understanding of the relationship between learning engagement and higher-order thinking skills to facilitate their search for effective strategies to improve programming instruction. Additionally, it can provide a more precise research direction for the broader development of programming education.

대학생의 인지욕구에 따른 학습참여 차이 및 자기주도 학습과정을 매개로 한 인지적 역량에 대한 인지욕구의 영향

Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process. Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted. Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency. Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.

Exploring the observer role and clinical reasoning in simulation: A scoping review

AimThis scoping review aimed to explore nursing students experience as simulation observers and their level of engagement in learning through use of clinical decision-making models and learning scaffolds. BackgroundA gap continues to exist between the published empirical literature, the role and experiences of the simulation observer and teaching scaffolds that enhance learning outcomes, despite the increased understanding of simulation and its role in preparing nursing students for practice. Further, little is known about the nursing student’s experience of clinical reasoning whilst observing simulation and the impact of scaffolding observations using clinical decision-making models. DesignThis scoping review was conducted using the methodological framework of Arksey and O'Malley (2005) and the PRISMA checklist for systematic reviews (Page et al., 2020). MethodsA comprehensive search of the literature published in Medline and CINAHL databases between 1999 and 2020 was undertaken in May 2019. The studies selected for this review (n = 18) were analyzed thematically. The validated Mixed-Methods Appraisal Tool assessed quality of the quantitative, qualitative and mixed methods studies. ResultsThe role of the observer in simulation was explored and included observation to transform practice in self and observation to transform practice in others, namely peers in the nurse role in simulation. Application of the MMAT indicated that of the 18 studies included only 6 (33.3%) had a clear research question. Research aims or objectives were found in another six studies (33.3%). In this review 13 studies (72%) included answers to the research question or aim, three (17%) did not and in two (11%) it was impossible to tell. ConclusionsResults of this review indicate the paucity of research relating to nursing student’s experience of clinical reasoning while observing simulation. Further, it highlights the value of nurse educators optimizing the observer role and maximizing learning by scaffolding observer activities within the simulation experience.

Explicit/Implicit Teachers’ Professional Identity and Learning Engagement of State-Financed and Non-State-Financed Normal Students Majoring in PE: A Comparative Study

Based on the dual-systems models in cognition, the differences of explicit. implicit teachers’ professional identity and learning status between state-financed and non-financed funded normal students majoring in Physical Education are compared. A total of 354 students majoring in Physical Education in a normal university (including 136 state-financed students and 218 non-state-financed students, 297 males and 57 females) participated in the study. Results show that the overall level of teachers’ professional identity of all students is medium to high, the overall level of learning engagement is medium to slightly high, and the overall level of implicit teachers’ professional identity is also higher than the theoretical median. However, there is no significant difference in explicit, implicit teachers’ professional identity and learning engagement between state-financed students and non-state-financed students (ps >.05); but there is a significant positive correlation between explicit teachers’ professional identity and learning engagement (r=.69.p<.01), and the correlation between implicit teachers’ professional identity and learning engagement is of critical significance(r=.15, p=.057), suggesting the need to strengthen and improve students' vocational spirit, enhance their professional identity of physical education teacher and promote learning engagement.

NON-ENGLISH MAJOR STUDENTS’ LEARNING ENGAGEMENT IN TASK-BASED LANGUAGE LEARNING

This paper presents the findings of a quantitative study exploring non-English major students’ learning engagement in task-based language learning (TBLL) in the context of a university in Ba Ria-Vung Tau province. This study involved 200 non-English-major students in answering questionnaires. The SPSS software was employed to process the data. The findings revealed that non-English major students had a high level of learning engagement in TBLL. Three major factors, viz. teacher-related factors, learning contextrelated factors and student-related factors were believed to positively affect their learning engagement in TBLL. Among three factor groups, with their distinctive features, learning context-related factors proved to be the most crucial one in the TBLL class, while teacherrelated factors and student-related factors played an indispensable role in enhancing students' speaking competence and motivating them to speak English. Additionally, this study also showed that the more students got involved in TBLL, the more positively their learning engagement in TBLL was affected by the three named factor groups.

Exploring Middle School Students’ Attitudes and Satisfaction About Home-Based Online Education During the COVID-19 Epidemic and the Influential Variables

Background Students’ attitudes and satisfaction are important predictors of educational quality, especially under such special situation as large scale home-based online education during the COVID-19 epidemic. Objectives This study investigated middle school students’ attitudes and satisfaction about home-based online education during COVID-19 epidemic and potential influential variables. Methods Survey data were collected from 788 middle school students in two typical Chinese public schools. Multinomial logistic regression analysis and ordinal logistic regression analysis were used to identify influential variables. Findings We found that more than half of surveyed students felt that home-based online learning was either the same as (35.9%) or better than (18%) traditional face-to-face learning, while 46.1% felt that it was worse than traditional face-to-face learning. More than six tenth of surveyed students felt satisfied or very satisfied with their home-based online education, while less than one third kept neutral attitudes and very few felt unsatisfied or very unsatisfied. Importantly, the study found some influential variables impacting students’ attitudes and satisfaction about home-based online education and they included individual variables (gender, time spent in doing homework, level of learning engagement), organizational variables (school type), and relational variables (time spent on communication and relationship with family members).

Assessing engagement levels in a non‐face‐to‐face learning environment through facial expression analysis

AbstractThis study proposes a method for analyzing the level of student engagement in a non‐face‐to‐face learning situation by processing facial expressions. In previous studies, the level of learning engagement was determined through biosignals, such as galvanic skin response feedback. The method proposed in this study assesses engagement levels in an individual education situation by processing emotions revealed through a student's facial expressions in real time. The emotional state revealed through facial expressions can be a useful indicator for assessing the level of immersion in learning. The algorithm proposed in this study is effective because teachers can teach while simultaneously monitoring students' engagement.

Factors that impact social networking in online self-regulated learning activities

Among the literature on self-regulated learning and social networking, the studies, which explore the impact of social networks on learning regarding connection sizes and relationship-establishing factors, are rarely seen in the context of social networking among strangers. This descriptive study addresses the gap by exploring data from 468 Chinese junior high school graduates in an online learning resource platform with an integrated social network. The data is digitally generated when the graduates engaged in online self-regulated learning activities for an average of 36 days without any facilitations. The data analysis explores the connection sizes and types of follow links, types of self-regulated learners, and their relationship with lesson completion. The study reveals that social networks trigger different levels of learning engagement. Specifically, the graduates with bidirectional follow links and the optimal connection size of five complete more lessons than other graduates. The study also finds that academic factors (similar learning goals and achievement gaps) are more important than social factors (common identity) in establishing social connections to support self-regulated learning activities. These findings have direct implications for the design of social networking that facilitates self-regulated learning, and enhances students’ self-regulated learning efficacy in online learning environments.

Academics’ motivations in professional training courses: effects on learning engagement and learning gains

ABSTRACT Although professional training or development opportunities can help university academics to expand their competences and implement high quality educational practices, academics differ in the extent to which they engage in such learning opportunities and their resulting learning gains. A theoretical explanation for these differences involves their motivations in the form of achievement goals. Accordingly, in the current study we investigated the effects of academics’ achievement goals on their learning engagement and learning gains in professional development courses. Forty-eight German university academics completed assessments of achievement goals prior to course participation, their learning engagement during the course (three short assessments measuring: effort, learning intensity, risk-taking, elaboration, implementation, and persistence), and their learning gains afterwards. Latent growth curve modeling revealed a significant influence of achievement goals on the overall levels of learning engagement. Specifically, learning-approach goals led to more functional learning engagement while work-avoidance goals led to less functional learning engagement. Further analyses confirmed that academics’ achievement goals were related to the amount they learned, mediated by their learning engagement. These findings highlight the importance of supporting academics’ achievement goals to ensure quality learning experiences.

Towards Developing Tandem Learning in Formal Language Education

The present paper provides an insight into the use of a tandem learning approach as an active and flexible mode of learning to support Internationalisation at Home (IaH) (Beelen and Jones) in higher education. More specifically, it reports on a 25-year experience of tandem learning between international and home students in the context of a language exchange programme (informal curriculum), a translation class and an online forum (formal curriculum). The study outlines a major trend in the development of the tandem learning activities in the last ten years which has led to new grouping configuration. It then explores learners’ level of engagement in the learning process (Chen et al.), whether it is student involvement in tasks and subject knowledge or student commitment to partnership. Preliminary results point to the potential causal relationship between instructional strategies and students’ level of engagement in tandem learning.

School Engagement Predictors for Indonesian Islamic Student

Throughout Indonesia, at all levels of higher education and schools, an increased rate of boredom, dropout risk, decreased involvement and low academic achievement is directly related to low school engagement. The Education of Islamic School (Pesantren) is known as one of the highest risks of disengages. The 2015 PISA study results for engagement and motivation in learning ranked Indonesia in the 62nd position out of a possible 70. Thus, Indonesia is perceived as having a low level of learning engagement. This study examines the effect of self-efficacy, self-concept, and social support regarding school engagement. The study sample included 213 Senior High School students from the Assa'adah Islamic Boarding School (Pesantren). The sample was taken using a simple random sampling technique. Multiple regression analysis was used to analyze the data. Study results show that there is a significantly positive effect when self-efficacy, self-concept, and social support are able to influence school engagement. The significant variance in the proportion of school engagement was 97.9% for all independent variables and the rest was explained by the residual. The Results for minor hypotheses shows that eight variables significantly affected school engagement namely initiative, persistence, effort, self-evaluation, attachment, guidance, a reassurance of worth and social integration. Other variables had no significant effect on school engagement.

Structural Relationships of External Questioning Hesitating Factors, Positive Support of Professors and Problem Solving Confidence in College Classes: Comparison Between Korea and China, Comparison among Different Levels of Learning Engagement

질문은 학습의 주요한 인지전략으로 상호적인 방식으로 문제를 해결하는 역할을 한다. 이러한 질문이 수업에서 저해되어 학생들의 문제해결 활동에 부정적 영향을 미치곤 한다. 본 연구에서는 한국과 중국 대학생 465명을 대상으로 조사한 자료를 통해 대학수업에서 학습자의 질문저해 외적요인, 교수의 긍정적 지지, 문제해결자신감의 구조적 관계를 확인하였다. 또한 한국과 중국 사이의 국가와 학습참여수준에 따라 구조적 관계에 차이가 있는지를 밝혔다. 연구결과 질문저해 외적요인을 강하게 인식할수록 문제해결자신감이 낮아졌고, 교수의 긍정적 지지는 문제해결자신감을 높이는 것으로 나타났다. 또한 교수의 긍정적 지지는 질문저해 외적요인과 문제해결자신감의 관계를 매개하는 것으로 나타나 부정적 영향을 완충시키는 것으로 나타났다. 또한 다집단 분석을 통해 한국 학생의 경우 교수의 긍정적 지지의 매개효과가 없는 것으로, 중국 학생의 경우 부분 매개효과가 있는 것으로 나타나 국가의 조절효과가 나타났다. 또한 학습참여수준이 낮은 학생들의 경우 교수의 긍정적 지지의 매개효과가 없었고, 학습참여수준이 높은 학생들의 경우 완전매개효과가 나타나 국가의 조절효과가 있는 것으로 나타났다. 연구를 통해 수업에서 질문을 저해하는 요인을 완화시킬 수 있는 다양한 매개변인들을 찾아내는 연구들이 이루어져야함을 제언하였다. 특히 매개변인들을 교수전략으로 구현할 때 문화적 차이나 학생의 학습참여수준에 따라 그 효과가 달라질 수 있다는 것을 고려할 필요가 있음을 제언한다.Questions are the primary cognitive learning strategies, and they serve to solve problems in a reciprocal way. These questions have been hampered in the classroom and have had a negative impact on students problem solving. In this study, 465 Korean and Chinese college students were surveyed to confirm the structural relationship among learners’ external hesitation of questioning, positive support of professors, and problem solving confidence and the mediating effect of positive support of professors in university class. In addition, we found that there are differences in the structural relations between the national differences between Korea and China and the level of learning engagement. As a result of the study, it was found that the more the perceived external hesitation of questioning were stronger, the lower the problem-solving confidence, and the positive support of the professor increased the problem-solving confidence. In addition, the positive support of the professor mediates the external hesitation of questioning and the problem-solving confidence. In addition, there are moderating effects of the nationality and the level of learning engagement. Research should be conducted to find out the various mediators that can mitigate the factors that interfere with the questions in the classroom. When these mediators are implemented as teaching strategies, the effects can be different depending on the cultural differences and the level of student engagement. It is necessary to consider it.

Novel pedagogical tool for simultaneous learning of plane geometry and R programming

Programming a computer is an activity that can be very beneficial to undergraduate students in terms of improving their mental capabilities, collaborative attitudes and levels of engagement in learning. Despite the initial difficulties that typically arise when learning to program, there are several well-known strategies to overcome them, providing a very high benefit-cost ratio to most of the students. Moreover, the use of a programming language usually raises the interest of students to learn any specific concept, which has caused that many teachers around the world employ a programming language as a learning environment to treat almost every possible topic. Particularly, mathematics can be taught and learnt while using a suitable programming language. The R programming language is endowed with a wide range of capabilities that allow its use to learn different kind of concepts while programming. Therefore, complex subjects such as mathematics could be learnt with the help of this powerful programming language. In addition, since the R language provides numerous graphical functions, it could be very useful to acquire simultaneously basic plane geometry and programming knowledge at the undergraduate level. This paper describes the LearnGeom R package, a novel pedagogical tool, which contains multiple functions to learn geometry in R at different levels of difficulty, from the most basic geometric objects to high-complexity geometric constructions, while developing numerous programming skills.

The Move is On! From the Passive Multimedia Learner to the Engaged Co-creator

The educational integration of information and communication technologies (ICTs) has led to unfounded hopes of meeting many recurring educational challenges: from increasing learner motivation to lowering drop-out rates. ICTs are not an educational revolution per se; in some situations, their pedagogical usage lead to truly technologically-enhanced learning (TEL) situations, whereas in others, ICTs could relegate the learner to a passive spectator or low-interactivity user/consumer of multimedia content that limits the implementation of a socio-constructivist learning process based on a collaborative knowledge construction process. In this article, we analyze the limits of techno-centric approaches in the integration process of ICTs to teaching and learning, and argue for active learning and reflexive approaches to TEL. The Passive-Participatory (P-P) model we are suggesting can be termed as being socio-constructivist, participatory and inclusive as it allows teachers to integrate ICTs into their own specific educational context. Our model introduces five learning engagement levels in the pedagogical usage of technology: (Level 1) passive ICT usage, (Level 2) interactive ICT usage, (Level 3) content creation, (Level 4) content co-creation and, ultimately, (Level 5) participatory knowledge co-creation, which is oriented toward problem understanding within learning/knowledge-building communities. Building on Coates' definition of learning engagement as being the extent to which learners are actively involved in educational activities, the PP model of TEL activities stresses learning engagement could be limited to passive listening (e.g. video), low-interactivity usages (e.g. interactive school manuals), or could be supported through the usage of technologies for engagement in creative work.

Social media for enhancing student engagement: The use of Facebook and blogs at a University of Technology

This work investigates the promise of Facebook and blogs for enhancing students’ levels of engagement in learning. This issue warrants investigation because there is little published empirical work on the subject. The researchers applied a learning ecology perspective to study the potential of Facebook and blogs in enhancing student levels of engagement in learning. In-depth interviews with lecturers who use Facebook and blogs and focus groups with their respective students were carried out to establish: usage in teaching and learning; the context of use; challenges encountered in usage; and whether these technologies enhanced student learning. A significant finding of the study was that appropriate use of blogs and Facebook groups, if accepted by students as a learning tool, enhances students’ engagement in learning activities of an academic nature on- and off-campus. The article also suggests strategies for the implementation of Facebook and blogs in ways that are likely to have a positive impact on student levels