Perceived Learning Effectiveness Research Articles

Analysing the Impact of Gamification Techniques on Enhancing Learner Engagement, Motivation, and Knowledge Retention: A Structural Equation Modelling Approach

This study investigates the impact of gamification techniques, including Kahoot!, Classcraft, and Badgeville, on learner motivation, engagement, and perceptions of learning effectiveness and enjoyment in online learning environments. Employing a quantitative research approach, the study utilizes Structural Equation Modeling (SEM) to analyze the relationships between gamification elements and learner outcomes, framed by Self-Determination Theory (SDT). Data collected from a survey of 169 academics across varis fields reveal that gamification techniques, such as leaderboards, badges, points systems, and challenges, significantly enhance learner engagement, with an average increase of 25% observed. Rewards, incentives, and competitive challenges boost both intrinsic and extrinsic motivation, leading to a 30% improvement in learner performance. Despite a slight negative perception regarding gamification's impact on learning effectiveness, a 20% increase in perceived enjoyment underscores its overall positive influence. Knowledge retention significantly impacts learner engagement, perceived learning effectiveness, and enjoyment, with a correlation coefficient of 0.65 between retention rates and engagement levels. These findings highlight the importance of balancing competitive elements to optimize motivation, effectiveness, and enjoyment while maintaining a supportive learning environment. The study provides actionable recommendations for designing gamified e-learning environments that effectively integrate gamification elements to enhance engagement, motivation, and knowledge retention, offering evidence-based guidance for educators aiming to create engaging and effective online learning experiences.

Nursing Students' Experiences and Perceived Learning Effectiveness of Patient Safety and Its Influencing Factors: An Integrative Literature Review.

To examine and synthesise the current literature to gain insights into nursing students' experiences, their perceived learning effectiveness of patient safety and its influencing factors. Integrative review. CINAHL, Medline, Scopus, and Embase databases from January 2011 to October 2023. Of the 5940 papers initially retrieved, 33 were included after title, abstract, and full-text screening. No papers were omitted through quality appraisal. Despite nursing students' generally positive attitude towards patient safety, their idealistic view did not translate into actual actions of upholding patient safety due to various factors. Moreover, their experiences and perceived effectiveness of learning patient safety were influenced by factors such as organisational safety culture and pedagogical contexts. Thematic analysis revealed four themes: 'perception, attitudes, and evaluation towards patient safety'; 'supportive organizational culture as impetus to promote patient safety'; 'perceived confidence, knowledge, and competence toward patient safety'; and 'educational contexts and pedagogies to promote learning of patient safety'. There is an inadequate focus on patient safety in clinical education compared to classroom education. Given that the clinical setting serves as an authentic learning environment of patient safety, nursing faculties play a crucial role in reforming existing nursing curricula to integrate patient safety education in both settings to ensure continuity of learning. Clinical nursing leaders should also proactively review and reform organisational culture and practices to enable nursing students' acquisition and internalisation of patient safety learning. This review highlighted the need for further collaboration between nursing faculties and healthcare institutions to advocate an environment conducive to nursing students' effective learning of patient safety. Reporting adheres to the Reporting items for systematic review and meta-analyses (PRISMA) 2020 guidelines. No patient or public contribution.

Exploring perceived learning effectiveness in virtual reality health communication through the lens of construal level theory

BackgroundVirtual reality is increasingly being used for health communication. This study aimed to propose and test an integrated model of the determinants of perceived learning effectiveness in virtual reality (VR) within health communication. It proposes that psychological distance negatively affects immersion, flow, and presence, positively affecting perceived learning effectiveness.MethodsThe Fuzzy Decision Making Trial and Evaluation Laboratory Method (F-DEMATEL) and structural equation modeling (SEM) were used to test the proposed model. Data for the F-DEMATEL study were collected from 20 participants, whereas data for the SEM study were collected from 1104 participants, with 775 included in the final analysis.ResultsThe results of the F-DEMATEL study revealed that the three dimensions of psychological distance, emotional distance, spatial distance, and social distance are causal factors. In contrast, temporal, technical, and hypothetical distance are effect factors. The SEM results confirmed the negative effects of psychological distance on flow and presence and the positive effects of immersion and presence on perceived learning effectiveness. In addition, the mediating role of presence was confirmed.ConclusionsThe results suggest that interrelationships among the factors can enhance the perceived learning effectiveness of health communication from VR. The crucial role of ensuring low psychological distance and high engagement in VR communication is also confirmed, providing crucial implications for VR communication practitioners.

Application of social justice theory in online learning: A comparison of rural and urban students on perceived learning effectiveness in pre and during COVID-19 era

Application of social justice theory in online learning: A comparison of rural and urban students on perceived learning effectiveness in pre and during COVID-19 era

Evaluation of Student Perceived Learning Effectiveness and Motivation for a Capstone Design Web-based Virtual Reality Activity

This study reports on the second implementation of a chemical processing plant web-based VR for a fourth-year chemical engineering capstone design course. The web-based VR provides a high fidelity representation of an ampicillin processing facility. To examine the effect of the web-based VR on student motivation and perceived learning effectiveness, a broken plant scenario was developed, and the class was divided into two groups: paper based, and web-based VR. Students completed the scenario in teams, either as a paper-based activity or using the web-based VR. This was followed by completion of an individual tutorial assignment and a survey. Survey findings indicated that students in the web-based VR group had a significantly higher positive response for motivation and perceived learning effectiveness compared to students in the paper-based group. However, students in the paper group scored higher on the individual follow-up assignment. Possible factors contributing to the results are discussed.

Understanding the Impacts of Storytelling and Player Perspective on Learning Outcomes: The Mediating Roles of Engagements

This study leverages the framework of game-based learning to investigate the effects of storytelling and player perspective on learning outcomes of perceived learning effectiveness and performance. The study also explores the potential mediating roles of four distinct types of engagement: behavioral, cognitive, affective, and social. A 2*2 + 1 between-subjects experiment (linear versus nonlinear storytelling * first-person versus third-person perspective + non-game-based learning) is employed to investigate the impacts of these factors on learning outcomes. The results reveal a significant increase in perceived learning effectiveness and performance when game elements are added. Contrary to expectations, linear storytelling and third-person perspective have significantly higher positive impacts on learning outcomes compared to nonlinear storytelling and first-person perspective. The four types of engagement significantly mediate the relationships between storytelling, player perspective, and learning outcomes, indicating that the four types of engagement play critical roles in explaining the effect mechanism. The study sheds light on the theoretical and practical implications of these results.

Learner-Centred Instructional Approach in Supporting Performances in Open Distance Learning

Digital learning materials, especially multimedia instructional materials or courseware are prevalent in the fabric of higher education today. While various names such as educational resources, instructional resources, instructional materials, learning materials, learning resources etc. have been used to manifest the concept of learning contents, the definitive goal is to support in catering education especially for distant learners. The use of instructional multimedia is acknowledged to help overcome some of the challenges in the Open Distance Learning (ODL) curriculum delivery since adult learners typically study in isolation with reduced opportunities for direct instructions. They are supposed to pursue their study self-guided with the aid of instructional materials. The use of instructional multimedia can help to create an interactive and engaging learning experience as highlighted by several research papers on the successful distance learning materials where the success has been measured with respect to learners’ satisfaction and perceived learning effectiveness in supporting the learners’ achievement in assessments. A quality instructional material is believed to be well supported and founded by suitable learning theory in its design as it is considered as a key factor to determine its success. Therefore, this paper described the effects of such design and development of a multimedia instructional material to motivate adult learners to learn about the basics of Multimedia. The implementation of Gagne’s nine events of instruction is hoped to provide a better design framework for the development of instructional materials to meet the needs of adult learners in distance education. As with any other research, further study should be done on relatively larger random samples of respondents to focus on the evaluation of this design framework to gain additional credibility.

Periodic Table of Ladder: A Board Game to Study the Characteristics of Group 1, Group 17, Group 18, and the Transition Elements

This research will use the self-developed Periodic Table of Ladder board game as a formative evaluation using the 5E learning model. The board game is like the snake and ladder game. In the 5E model, the board game is the formative assessment part of the evaluation phase. The formative assessment is a group of questions set in the question cards. The colors of the question cards relate to the position of elements in The Periodic Table. Students will have to answer questions regarding the role of one traditional dice when they land on Group 1 (green), Group 17 (brown), Group 18 (purple), and the Transition Elements (blue). The questions cover the physical and chemical properties of Group 1, Group 17, and Group 18. Besides that, it covers the elements’ reactivity, characteristics, special characteristics of transition elements, and molar mass calculation based on the Malaysian chemistry syllabus (http://bpk.moe.gov.my/, 2022). Moving game pieces from the starting point (hydrogen) to the end point (oganisson) helps students understand the arrangement of elements in the periodic table according to the increase of the atomic number. This game received positive feedback from 24 Year 11 students in a secondary school regarding the intention to use the game, perceived learning effectiveness, and satisfaction. Additionally, the game received constructive feedback during a road show for the innovative design of educational games.

How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach.

Interest in interactive virtual reality (IVR) is increasing due to its potential for embodied learning and group-led teaching. However, few studies have investigated the internal mechanism by which IVR technology features and learning experiences affect learning outcomes in terms of psychological and emotional value. Based on media technology models and the control value theory of achievement emotions (CVTAE), this study uses structural equation modeling (SEM) to investigate the correlations among the internal elements of IVR technology features, learning experiences, and learning outcomes. It also emphasizes the role played by emotional experience in this context. The sample referenced by this study consisted of 480 college students (193 males) who were simultaneously engaged in guided inquiry and learning in an IVR-based COVID-19 pandemic science museum in groups of 10. The findings suggest that presence and perceived enjoyment have a key mediating effect on the relationship between virtual reality (VR) features and perceived learning outcomes in an IVR-based learning simulation. In addition, the results indicate that presence is more strongly correlated with perceived learning effects, while enjoyment is more strongly correlated with learning satisfaction. These findings provide intellectual support and theoretical backing for VR-based instructional design and environmental development. Moreover, this study has practical value with regard to the future large-scale application of IVR to experiential teaching, group-led teaching, and the promotion of the digital transformation and intelligence upgrading in education.

Exploring the effect of improved learning performance: A mobile augmented reality learning system.

Students are commonly in a high cognitive load state when they encounter sophisticated knowledge. Whether the novel augmented reality (AR) technology can be utilized in an online learning course to explain complicated scientific concepts in a more understandable manner to students during the COVID-19 period is an unaddressed issue. This study aims to investigate the influences of reducing the physical touch or face-to-face teaching/learning practices via using mobile augmented reality learning systems (MARLS) on students' perceived learning effectiveness. The information feedback viewpoint, flow theory, and cognitive load theory are integrated to examine the effects of the information feedback of MARLS on students' learning effectiveness. This study recruited 204 participants from ten universities to complete a learning task via a MARLS and fill out a questionnaire to collect data for the proposed research model. The empirical results revealed information feedback positively and significantly affected flow experience, perceived learning effectiveness, and continued intention. The improved learning performance of learners was positively related to their continued intention. Also, the extraneous cognitive load negatively and significantly moderated the relationship between information feedback and perceived learning effectiveness. This study proposes meaningful implications and suggestions for future research based on the findings of this experiment.

Promoting systems thinking and pro-environmental policy support through serious games

We evaluated whether teaching the public about the “critical zone”–the Earth’s outer skin, critical to all life—via a digital serious game can affect adults’ systems thinking about the environment and support policies to protect the environment. An experiment (N = 152) compared the effects of playing “CZ Investigator” versus viewing a static website on systems thinking about the Food-Energy-Water (FEW) nexus and support for relevant public policies. The serious game had the strongest effects on our outcomes of interest for those participants with less past science education. For these individuals, the serious game, relative to the static website, increased perceptions of the strength of interconnections across food, energy, and water systems (p < .01) and support for policies that regulated human impacts on the environment (p < .01). Mediation analysis revealed that increases in systems thinking explain increases in policy support. This group of users also indicated that the game was easier, more enjoyable, and more effective for learning than the website. Mediation analyses also revealed that perceived learning effectiveness was a stronger mediator than ease and enjoyment effects of the game on systems thinking and policy support. These results are valuable for environmental education because understanding interconnections within complex systems is vital for solving environmental problems, particularly for learners with less background in science.

Uncovering factors predicting the effectiveness of MOOC-based academic leadership training

The recent trend of utilizing Massive Open Online Courses (MOOCs) in higher education and the drastic changes caused by COVID-19 exacerbated the adoption of online professional development (PD) addressed for academic leaders. Unfortunately, there is a lack of empirical studies investigating perceived effectiveness of academic leadership development MOOCs and its predicting factors. Based on the statistical findings derived from a survey for learners in a series of MOOC-based leadership development programs, the current study aimed at identifying contributors to the effectiveness of online leadership training in higher education contexts. The participants (N = 185) were academic leaders and staff who participated in the MOOC-based leadership development programs. Hierarchical regression analyses were employed to answer the research questions. The results showed that course content was the strongest predictor of perceived learning effectiveness, followed by interaction quality. The four scales of motivation have different effects on perceived learning outcomes. The study extended previous research by demonstrating the potentials of using MOOCs as an online platform for leadership development. In addition, the study filled in the gaps in the literature to measure predictors that associate perceived learning outcomes of MOOC-based leadership development programs. Implications for both practice and theory were implied.

Developing and validating a business simulation systems success model in the context of management education

Business simulation game systems (BSGs) have become an important learning tool for higher education in business and management fields in recent years. However, few studies have investigated how BSG systems affect perceived learning effectiveness and entrepreneurial self-efficacy (ESE). Based on the previous information systems literature, this study developed and validated a BSG systems success model. The newly proposed success variable of model-reality fit, which was conceptualized as the fit between the BSG model and the real-world business environment, was also examined. Data collected from 152 college students in Taiwan was tested against the research model using the partial least squares (PLS) approach. The results indicate that system quality and model-reality fit positively influence user satisfaction, which in turn promotes reuse intention, learning effectiveness, and ESE, while service quality and information quality do not. Furthermore, service quality and model-reality fit play a critical role in determining reuse intention, although system quality and information quality do not have a significant effect on reuse intention. Other than the insignificant impact of user satisfaction on ESE, the results also confirm that user satisfaction and reuse intention positively predict learning effectiveness and ESE.

Effectiveness and satisfaction of technology‐mediated learning during global crisis: understanding the role of pre-developed videos

PurposeIn today’s dynamic situation, innumerable challenges are posited in the education sector because of the COVID-19 pandemic. Higher educational institutes (HEIs) are compelled to adopt digital technologies and technology-mediated learning in the teaching-learning processes. The purpose of this paper is to understand the factors affecting learning effectiveness, learning satisfaction and the mediating role of prerecorded videos from the learners’ perspective.Design/methodology/approachA self-designed structured questionnaire based on previous similar studies is adopted as a survey instrument. It consists of 22 questions to address the five constructs of the proposed hypothesized conceptual model, developed for the study. Data of 311 students from HEIs of Maharashtra state in India were collected. Confirmatory factor analysis is carried out to test the model fitness, reliability and validity, and structural equation modeling is applied to conduct path analysis and hypotheses testing of the model.FindingsHypotheses testing reveals that perceived usefulness (PU) significantly affects the perceived learning effectiveness, which again affects the learning satisfaction of the students. In addition, perceived ease of use affects the PU as suggested in the technology acceptance model. The prerecorded videos have a moderating role to play in the computer self-efficacy and the perceived learning effectiveness of the students. This research will provide meaningful acumen to enhance the overall learning process among students in urban as well as rural India.Originality/valueThis study explores the technology-mediated learning during the unexpected and dynamic situations of the COVID-19 pandemic in the context of higher education in India. For sustainable use of technology-assisted learning, educators must understand the key factors that influence students’ learning effectiveness and satisfaction. The research outcomes will lead toward developing the human capacities, as the prerecorded videos at the HEIs of India will provide new approaches for effectively adopting digital technologies and technology-mediated learning.

Impact of Immersive Virtual Reality Content Using 360-Degree Videos in Undergraduate Education

This article investigated the impact of immersive virtual reality (VR) content, using 360-degree videos, in undergraduate education. To improve the delivery and reality of 360-degree VR content, we filmed the video in the third person so that the viewers could feel like they were in the environment where the lecture was conducted. To verify the educational effects, 33 university students participated in our experiment. We conducted pretest learning, using 360-degree videos, and posttest learning via conventional 2-D videos for statistical analysis. A paired <i>t</i>-test was used to compare the means of the pretest and the posttest. In addition, learning via 360-degree videos was assessed for its effectiveness through questionnaires consisting of five measurement elements&#x2014;engagement, immersion, motivation, cognitive benefits, and perceived learning effectiveness&#x2014;and comparing them to the existing 2-D video method, based on e-learning. From the results, we confirmed that the teaching material delivered through 360-degree VR content allows students to be more focused, immersed, and interested than 2-D learning modes. Furthermore, the high scores of cognitive and perceived learning elements imply that VR-based 360-degree educational content can encourage more active participation than traditional lectures and can improve the ability to analyze and organize study lessons.

Exploring the Students’ Perceived Academic Value in an Exclusive Online Learning Environment

The pandemic generated by the COVID-19 challenged the education system to face the constraints of exclusively online teaching and learning. Like many other areas of life, education required rapid adaptation and finding the best solutions to continue the instructional-educational process. Teachers and researchers, educational policymakers, the community, students, and even parents, have made efforts to minimize social, emotional, cognitive losses so that the current generation is not deprived of quality education and to benefits from the optimal conditions that influence their development as autonomous, creative, physically and mentally healthy personalities. In this context, unexpected challenges arose, which teachers had to face: how to achieve a quality education in an exclusively online environment (deprived of face-to-face interaction), how to communicate effectively and transmit not only words but attitudes, examples of conduct, principles, and values, how to motivate students and how to keep in touch with each of them. The research aims to explore the students’ perceived academic value of online/distance lectures using online learning platforms (Microsoft Teams and Zoom). A model has been developed and tested on a sample of 298 university students from Lithuania and Romania. The results show that perceived enjoyment and perceived learning effectiveness are the main antecedents of the perceived academic value.

Role of Internet Self-Efficacy and Interactions on Blended Learning Effectiveness

ABSTRACT Blended learning is widely adopted by organizations where a blend of online component complements the traditional face-to-face learning. Despite its popularity, research on developing a model for blended learning effectiveness is limited. This paper develops and validates a research model for blended learning effectiveness by investigating the role of engagement on perceived learning effectiveness. Further, the role of internet self-efficacy (personal factor) and interactions (environmental factors) on various dimensions of engagements are examined through the lens of social cognitive theory. A total of 246 postgraduate Indian students participated in a Management Information Systems course. Structural equation modeling is used to validate the research model empirically. It is found that the internet self-efficacy and the interaction factors are positively related to the engagement dimensions, which further positively affects the perceived learning effectiveness. Moreover, perceived learning effectiveness is positively related to student scores. Theoretical and practical implications are discussed.

IT’S ABOUT ENJOYING THE VIRTUAL EXPERIENCE: THE ROLE OF ENJOYMENT AND ENGAGEMENT IN THE ADOPTION OF VIRTUAL REALITY IN MARKETING EDUCATION

ABSTRACT Digital technologies are becoming more embedded and prevalent in everyday life. One leading technology, Virtual Reality (VR), is well-positioned to extend its impact past the gaming industry and move deeper into education, particularly in university settings. Embracing digital technologies is essential in keeping marketing education relevant. Based on the technology acceptance model, this mixed-methods study investigates the role of perceived engagement and enjoyment in adopting VR as a new technology and its influence on satisfaction and perceived learning effectiveness. The paper provides empirical evidence supporting the importance of student enjoyment in the adoption of VR. Engagement, when enjoyable, is also an important contributor to the adoption of new technology. With increasing pressure placed on universities to quickly implement digital pedagogy applications, enjoyment is critical in allowing students to more easily adopt VR applications and to feel satisfied that they can learn effectively as an integral part of their educational experience.

Teaching in times of COVID-19: determinants of teachers' educational technology use

ABSTRACT We conduct a large and nationwide survey among German teachers to investigate the determinants of teachers' adaption to an increased use of educational technology during the COVID-19 school closures. We find that higher levels of technical affinity and higher perceived learning effectiveness of distance teaching are positively associated with using at least one (new) educational technology solution while teachers' age and the digital infrastructure of the school have no predictive power.

PeppeRecycle: Improving Children\u2019s Attitude Toward Recycling by Playing with a Social Robot

In this paper, we investigate the use of a social robot as an engaging interface of a serious game intended to make children more aware and well disposed towards waste recycle. The game has been designed as a competition between the robot Pepper and a child. During the game, the robot simultaneously challenges and teaches the child how to recycle waste materials. To endow the robot with the capability to play as a game opponent in a real-world context, it is equipped with an image recognition module based on a Convolutional Neural Network to detect and classify the waste material as a child would do, i.e. by simply looking at it. A formal experiment involving 51 primary school students is carried out to evaluate the effectiveness of the game in terms of different factors such as the interaction with the robot, the users’ cognitive and affective dimensions towards ecological sustainability, and the propensity to recycle. The obtained results are encouraging and draw promising scenarios for educational robotics in changing children’s attitudes toward recycling. Indeed Pepper turns out to be positively evaluated by children as a trustful and believable companion and this allows children to be concentrated on the “memorization” task during the game. Moreover, the use of real objects as waste items during the game turns out to be a successful approach not only for perceived learning effectiveness but also for the children’s engagement.