Multidimensional Engagement Research Articles

Danmu as Parasocial Audience Engagement: A Textual Analysis Based on Television Interviews With Women Athletes

This study examines danmu (bullet screens) as a form of parasocial audience engagement, focusing on two television interviews with women athletes. A textual analysis of 3513 comments identified five types of parasocial interactions: addressing the athletes, the host, other viewers, social issues, and the nation. Danmu fosters multidimensional engagement, enabling audiences to shift roles and adopt diverse communication strategies. Moreover, the scope of these interactions extends beyond the video context to address broader societal and national issues. This study also highlights the concept of parakin interactions as reflected in danmu. It underscores danmu’s potential as a participatory journalism tool that complements mainstream media by fostering emotional resonance and challenging benevolent sexism in coverage. Feminism emerges as a central framework within the danmu discourse surrounding women athletes. As a form of parasocial audience engagement, danmu holds promise for empowering a wider range of marginalized groups.

MoTE: Desarrollo de una Herramienta Informática para el Monitoreo del Compromiso Estudiantil

Student engagement in learning is crucial for academic achievement, motivation, and active participation. However, measuring and accounting for student engagement, both in face-to-face and online sessions, remains a challenge for educators. Existing methods, such as self-reports, interviews, and even real-time eye tracking tools, lack a multidimensional engagement approach (i.e., cognitive, affective, and behavioral). In response, this article presents the development of MoTE, a real-time tool for monitoring student engagement. Following a Design-Based Research methodology, we detail the phases of identification of indicators and visualizations to meet the needs of teachers and students, culminating with the proposal of the architecture, and the implementation of an initial prototype. It ends with the evaluation with 146 students in face-to-face and online contexts, providing valuable information on the indicators, dashboards, and functionalities to design an effective tool for monitoring student engagement. This work not only proposes an innovative approach to assessing engagement but also opens avenues for future research and practical applications in education.

THE ROLE OF THE EUROPEAN UNION AS AN INTERNATIONAL ACTOR IN DEVELOPING COUNTRIES

This research aims to discuss the role of the European Union (EU) in developing countries in establishing democracy, rule of law and development. The EU has been considered an international actor since its establishment. Various literatures argue that the EU plays a significant role in developing countries. In this context, this study highlights the various roles of the EU and their multi-dimensional engagement in developing countries. Furthermore, the article also traces the EU’s actorness through its cooperation in several areas of engagement such as international cooperation in global peace and conflict settlement, military, sustainable development, economic cooperation, humanitarian background, cultural engagement and other activities. The qualitative study is applied here to generate an argument through the primary and secondary sources of data, where the research traces vis-à-vis the review of books and articles of the scholars in international relations. The empirical analysis aims to highlight the main problems of developing countries and evaluate the role of the EU as a problem-solving actor for better social development. As a result, the EU itself and its various associate institutions have been working in Asia, Africa, Latin America and Oceanian countries in many sectors for a stable government with democratic norms and ethos. The initial findings of this article are that the EU is the largest aid provider in many countries of Asia and Africa and supports institutional development in war zone regions in the world.

Measuring Engagement in Provider-Guided Digital Health Interventions With a Conceptual and Analytical Framework Using Nurse WRITE as an Exemplar: Exploratory Study With an Iterative Approach.

Limited guidance exists for analyzing participant engagement in provider-guided digital health interventions (DHIs). System usage is commonly assessed, with acknowledged limitations in measuring socio-affective and cognitive aspects of engagement. Nurse WRITE, an 8-week web-based nurse-guided DHI for managing symptoms among women with recurrent ovarian cancer, offers an opportunity to develop a framework for assessing multidimensional engagement. This study aims to develop a conceptual and analytic framework to measure socio-affective, cognitive, and behavioral engagement with provider-guided DHIs. We then illustrate the framework's ability to describe and categorize engagement using Nurse WRITE as an example. A sample of 68 participants from Nurse WRITE who posted on the message boards were included. We adapted a prior framework for conceptualizing and operationalizing engagement across 3 dimensions and finalized a set of 6 distinct measures. Using patients' posts, we created 2 socio-affective engagement measures-total count of socio-affective engagement classes (eg, sharing personal experience) and total word count-and 2 cognitive engagement measures-total count of cognitive engagement classes (eg, asking information-seeking questions) and average question completion percentage. Additionally, we devised behavioral engagement measures using website data-the total count of symptom care plans and plan reviews. k-Means clustering categorized the participants into distinct groups based on levels of engagement across 3 dimensions. Descriptive statistics and narratives were used to describe engagement in 3 dimensions. On average, participants displayed socio-affective engagement 34.7 times, writing 14,851 words. They showed cognitive engagement 19.4 times, with an average of 78.3% completion of nurses' inquiries. Participants also submitted an average of 1.6 symptom care plans and 0.7 plan reviews. Participants were clustered into high (n=13), moderate (n=17), and low engagers (n=38) based on the 6 measures. High engagers wrote a median of 36,956 (IQR 26,199-46,265) words. They demonstrated socio-affective engagement approximately 81 times and cognitive engagement around 46 times, approximately 6 times that of the low engagers and twice that of the moderate engagers. High engagers had a median of 91.7% (IQR 82.2%-93.7%) completion of the nurses' queries, whereas moderate engagers had 86.4% (IQR 80%-96.4%), and low engagers had 68.3% (IQR 60.1%-79.6%). High engagers completed a median of 3 symptom care plans and 2 reviews, while moderate engagers completed 2 plans and 1 review. Low engagers completed a median of 1 plan with no reviews. This study developed and reported an engagement framework to guide behavioral intervention scientists in understanding and analyzing participants' engagement with provider-guided DHIs. Significant variations in engagement levels across 3 dimensions highlight the importance of measuring engagement with provider-guided DHIs in socio-affective, cognitive, and behavioral dimensions. Future studies should validate the framework with other DHIs, explore the influence of patient and provider factors on engagement, and investigate how engagement influences intervention efficacy.

Exploring EFL learner engagement with different teacher feedback modes

Despite the growing interest in learners’ feedback engagement in second language writing in recent decades, learners’ multidimensional engagement with teachers’ feedback provided via different modes is an issue yet to be explored. Using the case study approach, this study explored how five Saudi university EFL students engaged affectively, behaviorally, and cognitively with teacher feedback provided via three different modes: oral, audio-recorded, and automatically written feedback. Content and textual analysis of students ‘drafts, reflections on mistakes, semi-structured interviews, and final course reflections revealed that the students’ high, moderate, and low engagement patterns were mediated by the affordances of the modes. Regardless of their preference for certain modes, highly - engaged students show deep engagement cognitively and behaviorally. Further, their cognitive and metacognitive strategies were triggered by the affordances of their preferred mode. Moderately and low engaged students had more complex engagement patterns and there was a nonlinear and inconsistent relationship among the three engagement dimensions. While the students’ cognitive engagement with the mode mediated their affective engagement to a great extent, mismatches persisted. Similarly, the students’ affective engagement with certain modes did not influence their revision uptake, but the aversion to certain modes indirectly led to withdrawal that consequently impacted their behavioral and cognitive engagement. The paper highlights the influence of alignment and misalignment between learners and contextual factors that further exacerbate the inconsistency across the three dimensions. The results suggest that writing teachers should be aware of different modes’ affordances in relation to learners’ needs and preferences to harvest their feedback engagement.

Unlocking the gateway to tourist well-being: the Triple-A model of engagement in tourism experiences

ABSTRACT Engagement in tourist experiences is essential for destination development. However, how tourist engagement generates positive psychological outcomes, such as tourist well-being, remains underexplored. Consequently, drawing on an interpretivist paradigm, this study conducts in-depth focus groups with 23 tourism professionals to explore the mechanism through which engagement in tourism experiences is enhanced and subsequently influences tourist well-being. Findings indicate three key pull factors (accessible facilities, available information and accomplished services) which enable tourists to negotiate intrapersonal barriers, fostering behavioral, cognitive and emotional engagement in tourism experiences. With the accumulation of multidimensional engagement experiences, tourists reaped enhanced tourist well-being. A Triple-A model is developed from this study to depict the dynamic connection among the pull factors of tourist engagement, intrapersonal barriers negotiation and tourist well-being. Future studies should seek to strengthen emerging empirical evidence which can inform policy intervention designed to demonstrate the efficacy of tourism experiences for enhancing tourist well-being.

Does intervention engagement mediate physical activity change in a web-based computer-tailored physical activity intervention?-Secondary outcomes from a randomised controlled trial.

The relationship between intervention engagement and behaviour change may vary depending on the specific engagement metric being examined. To counter this composite engagement measures may provide a deeper understanding of the relationship between engagement and behaviour change, though few studies have applied such multidimensional engagement metrics. The aim of this secondary analysis of RCT data was to examine how a composite engagement score mediates the effect of a web-based computer-tailored physical activity intervention. 501 inactive Australian adults were randomised to a no-treatment control or intervention group. Intervention participants received 8 sessions of web-based personalised physical activity advice over a 12-week intervention period and the ability to complete action plans. Change in physical activity was assessed using Actigraph accelerometers at baseline, 3-months and 9-months. Engagement with the intervention (i.e., a composite score including frequency, intensity, duration and type) was continuously assessed during the intervention period using website tracking software and database metrics. Generalised structural equation models were used to examine how a composite engagement score mediated intervention effects at 3 months and 9 months. At 3 months, mediation analysis revealed that the intervention group had significantly higher engagement scores than the control group [a-path exp(b) = 6.462, 95% CI = 5.121-7.804, p < 0.001]. Further, increased engagement with the intervention platform was associated with an increased time spent in moderate-to-vigorous physical activity [ab-coefficient exp(b) = 1.008, 95% CI = 1.004-1.014, P < 0.001]; however, the magnitude of this effect was small. There were no significant mediation effects at the 9-month time point. The findings suggest that a composite intervention engagement score has a small positive influence on physical activity changes and that other factors (e.g., behaviour change techniques) are likely to be more important drivers of behaviour change.

Assessing the Digital Transformation Landscapes of Organization: The Digital Transformation Self-Assessment Maturity Model (DX-SAMM)

The increasing digitalization of business and society has brought major changes for organizations to transform in an effort to maintain their sustainability. Adaptation to technological developments that impact various adjustments to strategies, business processes, and organizational structures has become an integral part of being able to transformation. This transformation effort is accompanied by monitoring and evaluation to ensure conformity of the transformation with digital transformation maturity level standards. This study proposes an independent digital maturity measurement model (DX-SAMM Digital Transformation Self-Assessment Maturity Model) that allows companies to classify their achievement of digital maturity. The expansion of existing digital maturity measurement models to include multidimensional engagement that dominates Digital Transformation is the focus of the research objectives. Overall, seven dimensions and twenty-one sub-dimensions were defined to measure the maturity level of digital transformation in organizations. This digital maturity measurement application considers various dimensions related to Digital Transformation, namely Strategy, Organizational Structure, Technology, Employees, Customers, Business Processes, and Culture. The Digital Transformation maturity level standard used adopts SPICE. It is part of the ISO/IEC 3300XX family of standards, which specifically serves as a maturity reference for established structures. Case studies as empirical tests of model implementation are presented in this study.

Ancient science of weather forecasting in India with special reference to rainfall prediction

The monsoon on the Indian subcontinent remains a seasonal occurrence that all inhabitants of the subcontinent desire. Modern scientific knowledge of methods of rain forecasting has originated recently. However, traditional indigenous wisdom is peculiar to our country. In the past, India had a magnificent scientific and technical legacy. Even today, it is common that village astrologers (pandits) are right in a surprisingly high percentage of their rain predictions. Scientists and local traditional farmers have a long history of astronomical research and treatises that predict rainfall. They use different methods to forecast rainfall conditions based on numerous panchangs, almanac bio-indicators (Bhoum method), non-bio-indicators (Antariksh method), and predict the likely behavior of climate in the planting season. Rainfall forecasting also aids in the planning of operations by agriculturists, builders, water supply engineers, and others. All mortals from the subcontinent have looked at it from their own perspective, and it continues to be the subject of intense multi-dimensional engagement. The monsoon has provided a means of life for numerous civilizations while also shaping the drainages and palaeo-geography of the subcontinent. The objective of this article is to document some indigenous knowledge for forecasting climate and environmental dynamics towards community resilience.

Exploring the Effectiveness of AI Algorithms in Predicting and Enhancing Student Engagement in an E-Learning

The shift from traditional to digital learning platforms has highlighted the need for more personalized and engaging student experiences. In response, researchers are investigating AI algorithms' ability to predict and improve e-learning student engagement. Machine Learning (ML) methods like Decision Trees, Support Vector Machines, and Deep Learning models can predict student engagement using variables like interaction patterns, learning behavior, and academic performance. These AI algorithms have identified at-risk students, enabling early interventions and personalized learning. By providing adaptive content, personalized feedback, and immersive learning environments, some AI methods have increased student engagement. Despite these advances, data privacy, unstructured data, and transparent and interpretable models remain challenges. The review concludes that AI has great potential to improve e-learning outcomes, but these challenges must be addressed for ethical and effective applications. Future research should develop more robust and interpretable AI models, multidimensional engagement metrics, and more comprehensive studies on AI's ethical implications in education.

Complexity and dynamicity of EFL learners’ multi-dimensional engagement in digital storytelling tasks: an exploratory case study

ABSTRACT Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This 10-month-long study, informed by a dynamic and holistic approach, focused on an in-depth exploration of the dynamics and underpinning mechanisms of EFL learner engagement with the DS practice, as well as the alignment between their engagement and writing performance. Data were collected from multiple sources including learning journals, semi-structured interviews and DS products, and analysed using qualitative and quantitative techniques. Results revealed structural and temporal patterns regarding EFL learners’ behavioural, cognitive, social and affective DS engagement, which were found largely attributable to various individual and contextual factors. Also prominent in our observation were marked individual differences in terms of the patterns, processes and outcomes (in the form of writing development) of learners multifacetedly engaging in the DS practice. Pedagogical suggestions accommodating the dynamic, multifaceted and individual nature of learner engagement are provided for the design and implementation of DS-based tasks.

A New Era: Power in Partnership Peacekeeping

AbstractUN blue helmets increasingly deploy in partnership with regional organizations and coalitions of states. While this development is hailed as a way out of geopolitical fragmentation and capacity overstretch, little is known about the effectiveness of these peacekeeping partnerships. We argue that UN and non-UN operations exercise different forms of power, which reinforce each other to reduce battle violence in active wars. If non-UN military operations actively engage in combat, the UN can focus on what it does best—employing its broad toolbox to coerce, induce, and persuade. Our quantitative analysis of the interaction between UN and non-UN peacekeeping supports these expectations: partnership peacekeeping works. With a non-UN partner, UN troops can reduce battlefield violence more effectively, that is, with fewer blue helmets. Importantly, non-UN missions need UN operations to successfully curb violence. The UN’s multidimensional engagement offsets the potential negative effects of an all-too militarized approach to violence reduction. Regional and coalition peacekeeping can only support the UN, not replace it.

The Boys Who Cried Wolf Warrior: China’s Diplomatic Strategy in Latin America

Objective/Context: This article examines the evolution of China’s diplomatic strategy in Latin America in terms of how effectively Chinese diplomats have adapted to the demands of their country’s multi-dimensional engagement with the region over the past three decades. This strategy underpins China’s investments in the region and relates to regional integration and cultural cooperation issues. Methodology: The study draws on a database compiled by the author, tracking the careers of all senior Chinese diplomats in Latin America from 1990 to 2020. It is a qualitative study with quantitative data aggregation, comprising representative case studies. Conclusions: The author observes changes in how China’s diplomats of the twenty-first century have embraced network diplomacy and enhanced their abilities to engage with foreign publics and governments. The competence of diplomats to get locally involved and demonstrate positive results has been tested, especially during the COVID-19 pandemic, and the excesses of the so-called Wolf Warrior diplomacy appear to have been reined in. The study demonstrates a continuous evolution in the centrally crafted yet often competing efforts of the organizations involved in China’s overseas operations, including ministries, Communist Party organizations, and educational institutions. Originality: By focusing on diplomats as key agents the study offers new insights into China’s diplomatic and economic engagement with the region of Latin America. It also uses a novel database that will be publicly accessible following the publication of this study.

Ролята на учителя в управлението на класната стая: стимулиране на активно участие и ангажираност

For achieving high effectiveness in the educational process and creating and maintaining a stimulating learning environment, a crucial role is played by teachers’ skills. This article focuses on the role of the teacher in classroom management, specifically in promoting active participation and engagement of students. A general overview of the multidimensional engagement model proposed by Fredericks, Blumenfeld, and Paris (2004) is presented, encompassing cognitive, emotional, and behavioral engagement. Research studies, practical applications, and specific strategies for stimulating active participation and engagement discussed.

Engagement and Players' Intended Behaviors in a Cybersecurity Serious Game

Serious games have been shown to be effective in engaging end-users for various types of training. However, the research in cybersecurity awareness training with serious games is scarce. The authors are interested in (1) the engagement factors that could predict users' intended behavior after learning and (2) whether or not playing a game repeatedly can affect engagement. They assessed players' coping and threat appraisal and measured their multidimensional (i.e., cognitive, affective, behavioral) engagement in cybersecurity awareness. The participants (N=122) in this experiment were randomly assigned to either three or five rounds of gameplay of a commercial cybersecurity awareness serious game. The findings revealed that users' engagement levels were significantly better sustained through five sessions of gameplay with cognitive (but not affective or behavioral) engagement. Serious game developers should include more activities in the cognitive dimension, rather than the affective or behavioral dimensions to assure high engagement and influence the intended cybersecurity awareness behaviors.

Exploring Taiwanese EFL Graduate Students Learning Academic Writing

Much has been done to explore the successful tips for scholarly publication in higher education, and has revealed the challenges facing periphery scholars; few studies, however, discussed the enculturation of learning how to write their theses in English as a Foreign Language (EFL) contexts from graduate students’ standpoints. This study aims to bridge the gaps in the extant literature on academic writing and yield insights into how research space is created by graduate students from the perspective of community of practice (CoP). In particular, this paper addressed what graduate students might encounter in terms of graduate students’ beliefs and attitudes toward academic writing and their multidimensional engagement in the academic community. Four graduate students were involved in the study via homogeneous sampling from four universities in Taiwan. To obtain rich data, semi-structured interviews were adopted, audio-recorded, transcribed, and re-constructed. The results highlighted graduate students’ needs for systematic training of research paper writing. The participants believe that they may benefit more from thorough academic training, whereas they found their academic writing training and writing proficiency insufficient. This study concludes with pedagogical implications for rigorous course design and training for English for Academic Purposes (EAP) writing professionals to improve the quality of EFL academic writing.

Exploring Student Engagement With Computer-Mediated Peer Feedback on L2 Writing

From a sociocultural perspective, this case study explored two intermediate-level Chinese university EFL students’ multi-dimensional engagement with asynchronous computer-mediated mode of peer feedback. Data sources included student drafts, peer feedback, think-aloud protocols, stimulated recall, and semi-structured interviews. The two students displayed different responses to asynchronous computer-mediated peer feedback with different foci when engaging with it affectively, cognitively, and behaviorally. In particular, their cognitive engagement was characterized by noticing and interpretation, evaluation, and decision-making. The two student writers’ engagement was not just related to the computer-mediated mode of peer feedback, but also to their motives and roles adopted in the activity of engaging with peer feedback, both of which may be influenced by the community (i.e., the classroom instructional context), its rule (i.e., word limit), and the division of labour in the community (i.e., the role adopted by student reviewer). Pedagogical implications are discussed.

Monsoon in history and present

Monsoon in the Indian sub-continent remains a seasonal phenomenon which is awaited by all of the humans of the sub–continent. It has long drawn the reverence of monks, travellers, poets, traders and researchers. All mortals from the sub-continent have looked to it from their own perspective and it continues to be the subject of intense multi-dimensional engagement. The monsoon has provided the means of survival to many civilizations, besides sculpting the drainages and the paleogeography of the subcontinent. The evolution of the Himalayas has played a critical role in the evolution of the summer monsoon, which gave life to rivers, crops and human settlements. The present synthesis of the Monsoon illustrates how it is linked to the history of human cultures and their evolution. Furthermore, we have attempted to place the monsoon in a historical perspective using ancient literature, besides considering the present monsoon variability and forecasting systems available.

Beyond Literature: Toni Morrison’s Musical and Visual Legacy For Black Women Artists

The aim of this article is to analyze Toni Morrison’s understudied influence on music and visual art. In 1994 she established the Atelier Program in Princeton University as an interdisciplinary arts program that supported and nurtured multifaceted collaborations between artists and students from different disciplines. Moreover, her oeuvre shows her craft in a number of literary and artistic spheres that include writing novels, short stories, children’s books, literary criticism, song cycles and the script for a musical and a play. Keeping in mind Morrison’s multidimensional engagement with literature and the other arts, the first half of the article delves into the contemporary musical responses to the writer, placing special emphasis on black women musicians such as rapper Akua Naru, neo-soul vocalist India Arie, and singer and songwriter Janelle Monáe. Morrison’s intersectional representations of gender and race relations across the history of the U.S. have similarly inspired visual artists. The second half of the article explores the visual creations by U.S. black women artists Kara Walker, Lorna Simpson and Amy Sherald. Morrison’s manifold articulations of blackness and womanhood similarly resonate on the other side of the Atlantic through the work of Lubaina Himid, the first black British artist to win the prestigious Turner Prize in 2017.

How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis

From the perspective of service science and its core concept of value co-creation, promoting learner engagement is critical for learning outcomes in a non-formal online learning environment. To promote online learning performance, we study how multidimensional learner engagement affects both instrumental and experiential learning outcomes. By incorporating the service-dominant logic perspective into the research model, we designed an online survey to investigate the impact of platform value co-creation on learners’ engagement outcomes. By employing a partial least squares-structural equation modeling (PLS-SEM), the results show that behavioral engagement, cognitive engagement, and emotional engagement have a significant impact on learning outcomes through the mediating effect of platform value, a second-order hierarchical latent variable. This study has multiple theoretical contributions and practical implications. First, we found new evidence that pursuing good learning outcomes in a non-formal online learning setting is not just a technological architecture or pedagogic guidelines, but also a “win–win” value co-creation process. Second, our results confirm the posited direct and indirect effects, thus evidencing functional value, emotional value, social value, and personalized value as components of the platform value construct, and it as a driver and mediator for better online learning outcomes. Third, our results underscore the importance of platform value in studying the impact of learner engagement on learning outcomes and provide a sharper theoretical lens to evaluate online learning platform value from the perspective of online learners.