Perceived Learning Performance Research Articles

The relationships among Taiwanese youth's polychronicity, multitasking behavior and perceived learning performance in online learning.

The advancement of digital technology implies the importance of polychronic learning. Since polychronicity is not equivalent to multitasking behavior, they need to be considered separately. However, less research has been explored on how polychronicity is related to multitasking behavior in the educational field. To explore the relationships among polychronicity, multitasking behavior and learning performance (including knowledge acquisition and learning satisfaction) in an online learning environment. The relationship among variables was analyzed from 865 responses obtained from a questionnaire survey, and independent sample t tests and SEM analysis were used to examine the research hypotheses. College students showed a higher frequency of multitasking behavior, time tangibility and scheduling preference, and learning satisfaction in multitasking online learning environments than high school students. Additionally, college students were different from high school students on the paths of involvement with people to multitasking behavior (Δ χ 2= 5.42, p = 0.02) and scheduling preference to learning satisfaction (Δχ 2 = 9.54, p = 0.002). The relationship among polychronicity, multitasking behavior and perceived learning performance in an online learning environment varies by student educational stage.

Examining the effects of academic motivation and online learning on Malaysian tertiary students’ psychological well-being and perceived learning performance

This study investigated how online learning, mandated for tertiary education over one year in Malaysia since March 2020 due to the COVID-19 pandemic, impacted students’ perceived learning performance and psychological well-being. This study focused on the relationship between academic motivation, psychological engagement (enthusiasm, perseverance, and reconciliation), and their impact on perceived learning performance and psychological well-being, with psychological engagement acting as a mediator. This study collected survey responses from 288 students at 49 higher learning institutions in Malaysia using purposive sampling in March 2022. The results revealed that intrinsic motivation is the sole predictor of enthusiasm engagement. Intrinsic and extrinsic motivations jointly influence perseverance engagement, while reconciliation is significantly affected by all three types of motivations. The mediation analysis results suggest that enthusiasm engagement mediates the relationship between intrinsic motivation and two outcome variables. Furthermore, perseverance engagement mediates the relationship between both intrinsic and extrinsic motivations with the two outcome variables. In contrast, reconciliation serves as a mediator for the relationship between amotivation and learning performance, as well as the relationship between extrinsic motivation and both learning performance and psychological well-being. Overall, the study highlights the importance of academic motivation and psychological engagement in online learning in tertiary education.

A Comparison of Students’ Thermal Comfort and Perceived Learning Performance between Two Types of University Halls: Architecture Design Studios and Ordinary Lecture Rooms during the Heating Season

In classrooms, several variables may affect students’ thermal comfort, and hence health, well-being, and learning performance. In particular, the type of learning activity may play a role in students’ thermal comfort. However, most of the previous research has mainly investigated the thermal comfort of students in ordinary classrooms, while less attention has been paid to students’ thermal comfort in classrooms with particular learning activities, such as architecture design studios, where students spend a long time and perform learning activities with high metabolic rates. For this purpose, we compared the thermal comfort and perceived learning performance of students majoring in architecture (n = 173) between two types of university halls, namely, design studios and typical lecture rooms (N = 15). We applied the classroom–comfort–data method, which included collecting physical, physiological, and psychological data from students and classrooms. Data were collected during the heating season (November 2021–January 2022) in a university building in Jordan. We conducted continuous monitoring combined with periodic measures for indoor temperature, relative humidity, mean radiant temperature, and air speed. Questionnaires, focus groups, and observations were also used to collect subjective data from students. The results showed statistically significant differences (Δμ = 3.1 °C, p < 0.01, d = 0.61) in indoor temperature between design studios and lecture rooms. Only 58% of students’ votes were within the ASHRAE 55-2107 recommended comfort zone. In design studios, 53% of students felt warm compared to 58.8% of students who had a cold sensation in lecture rooms. Students perceived themselves as more productive when they felt cooler. Our research’s significance lies in its injunction that there must be a special thermal comfort guide for educational buildings that are adapted to the local environment and functions of the spaces, cooperatively.

Impact of COVID-19 protocols on IEQ and students’ perception within educational buildings in Southern Spain

ABSTRACT The COVID-19 pandemic has highlighted the fact that air quality is essential in buildings. In the case of educational buildings, teaching activities were moved to an online format during the 2020/2021 academic year, with only activities such as exams remaining face-to-face. This strategy required the development of protocols to ensure that classrooms were safe spaces. This study assesses the impact of these protocols in the indoor environmental conditions of educational buildings in Southern Spain. For this purpose, a measurement campaign was carried out at the Fuentenueva Campus of the University of Granada. The results show that the protocols have guaranteed effective ventilation. However, other indoor environmental variables have also been affected, including the satisfaction of users during exams due to temperature, relative humidity (RH) and noise. The highest levels of satisfaction were related to indoor lighting, while the highest levels of dissatisfaction were related to the indoor thermal environment. Among the main causes of dissatisfaction were draughts and outdoor noise, directly related to natural ventilation protocols during the pandemic. Based on these findings, current pandemic protocols should be revised and redesigned to minimize the impact on student satisfaction and perceived learning performance from the identified environmental sources in this research.

Integrating smartphones in EFL classrooms: students’ satisfaction and perceived learning performance

Integrating smartphones in EFL classrooms: students’ satisfaction and perceived learning performance

Medical students' self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school.

PurposeThis study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.MethodsThis study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.ResultsThe survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).ConclusionWhen designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.

Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary School

Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is a key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ ( n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research, as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.

A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education

According to self-determination theory (SDT), the extent to which students’ motivation is self-determined is critical for academic performance. SDT also proposes that self-determined academic motivation is facilitated when the learning environment supports the basic psychological needs for autonomy, relatedness, and competence. This model of social support → needs satisfaction → motivation → learning outcomes is termed the general SDT model. Current evidence regarding this general SDT model is limited, in that, to date, no study has examined it in full using within-individual methods, which are critical for understanding inner psychological processes and mechanisms. Using a large and comprehensive college student dataset (total N of responses = 30,765), the current study aims to apply a within-individual analytical approach to the general SDT model. Specifically, we apply a cross-classified path model to account for both the between-student level and between-classroom level nesting structure. This model enables us to explain the relationships between the variables in the general SDT model on three levels: situational (within-student and within-classroom), between-student, and between-classroom.The results generally support the predictions on all three levels. For a student, a classroom, or a student’s specific experience within a classroom, the general SDT model received support. Most importantly, when the same student in the same classroom experiences higher levels of autonomy support, she or he is more likely to have her or his psychological needs satisfied and to study for self-determined reasons, which are associated with higher perceived learning performance. Various unexpected results, such as the direct effects of learning climate and the predominance of the competence need, are also reported. Overall, the current research provides a comprehensive and multilevel understanding of the role of self-determination in college classrooms.

Short video clip production on learning performance: evidence from university students

University students learn economic concepts through textbooks and online sources that are typically very theoretically oriented. As a result, they have difficulties in linking their understanding of these concepts to real-world experience. This study aims to assess the effectiveness of using a short video clip production made by students themselves in explaining economic concepts. The respondents in this study consisted of 96 first semester undergraduate students (over September 2018 to January 2019) who took introductory economic courses at the Faculty of Business and Management at the Universiti Teknologi MARA (UiTM) in Kota Samarahan, Sarawak. Our results exhibit positive responses on both the level of satisfaction and perceived learning performance by students with the overall mean scores of 3.79. From these results, we offer several recommendations on using digital learning in the academic curriculum.

Social learning constructs and employee learning performance in informal Web-based learning environments

PurposeThe purpose of this paper is to investigate the relationship between social learning constructs and perceived learning performance in corporate informal Web-based learning environments. The study aims at providing significant implications for corporate educators who have worked on designing social learning environments in the workplace.Design/methodology/approachTo identify the casual relationship of the proposed research model, data collected from 523 South Koreans who were corporate employees and social media users were analyzed using structural equation modeling.FindingsThe results indicate that self-motivation, learning community and social media usage were significantly related to perceived learning performance. In addition, social media usage mediated the relationship between the other social learning constructs and the learning performance.Originality/valueGiven that corporate personnel typically gain job-related knowledge and skills through social learning, corporate educators need to provide learners with social learning environments that are conducive to self-motivation and learning community. Social media, when used as a learning tool, might not sufficiently improve learning performance without the help of other social learning constructs. Findings shed light on which social learning constructs are essential to effective social learning environment design in the workplace.

Factors Affecting Students’ Continued Usage Intention Toward Business Simulation Games

While the impact and value of simulation games have been investigated in the context of business and management education, few studies have investigated why students are willing to reuse the games or not. The main purpose of this study is to explore the determinants of students’ continued usage intention for business simulation games in a higher education context based on the expectation-confirmation theory, flow theory, and motivation theory. Data collected from 381 valid respondents were used to test the research model using the partial least squares approach. The results of this study can provide several important theoretical and practical implications for educational use of business simulation games. The results indicate that continuance usage intention is influenced by learning satisfaction, which is in turn affected by perceived learning performance, learning confirmation, and learning expectation, and that learning confirmation is affected by learning expectation through the mediation of perceived learning performance. Additionally, perceived playfulness affects perceived learning performance while learning motivation influences learning expectation.

Online Technological Media in the Higher Education Classroom

An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.

A comparison of perceived learning performance of Thai university students in fan-assisted naturally ventilated and air-conditioned classrooms

This study investigated the relationships between thermal conditions and perceived learning performance (PLP) by comparing air-conditioned (AC) and fan-assisted naturally ventilated (FANV) environments. The study aimed to provide evidence to support decision-making on the use of fan-assisted natural ventilation in mixed-mode higher education buildings in hot–humid climates. A questionnaire survey on PLP and environmental comfort, including thermal comfort, visual comfort, hearing comfort, perceived air freshness and overall comfort, was conducted in seven typical classrooms. Indoor air temperatures, relative humidity and air velocity in the classrooms were also measured during the period of the survey. When comparing PLP scores between AC and FANV modes, no significant difference was found in PLP of students in the same state of thermal comfort (i.e. neutral and comfortable), except for uncomfortable groups – in which the students in FANV classrooms had significantly lower PLP than those in AC classrooms. As the visual comfort, hearing comfort and indoor air quality within the FANV classrooms were also perceived to be less comfortable compared with AC classrooms, these factors potentially cause a performance decrease among FANV students. Further research is needed on the significance of differences in PLP scores in relation to students' actual academic performance.

Effects of the heterogeneity of game complexity and user population in learning performance of business simulation games

Previous studies on business simulation games (BSGs) have concluded that improved performance may not be the primary benefit of using BSGs, due to mixed results between student performance and perceptions. Two relevant and insightful issues attract our attention, namely, the impacts of the heterogeneous student population and the different complexity levels of BSG software. To address these issues, the present study aims to understand the relationship between student profile/characteristics and performance in the classroom with BSG-facilitated learning. An in-depth case study is conducted on a general college course designed to teach three different complexities of BSGs to students enrolled in different majors. Four student profile factors are individually tested for differences in performance scores as evaluated by the teacher. Additionally, the influences of 11 student characteristics are assessed with regard their self-reported perceived learning performances. Regression analysis and ANOVA are used to investigate the impacts of heterogeneous users and game complexity on student performance. Based on the regression analyses of the data collected from 43 respondents who participated in the general course, the study concludes that knowledge and skill may influence the heterogeneous student population; moreover, student participation and tacit learning preference improve performance, and students with an auditory learning preference or high learning motivation may not perform well in classroom BSG learning. However, the low value of adjusted R square implies that more dimensions or variables are needed to increase the explaining power of the performance scores in the regression analyses. In contrast, heterogeneous BSG software with different complexity levels present different results. The current research contributes practical and incremental knowledge on the complexity of heterogeneous BSG software on performance scores and the perceived learning performance of heterogeneous student populations. With the research limitations acknowledged, a series of suggestions for teachers pertaining to appropriate applications of BSGs in classes is offered as well as recommendations to BSG providers. Nevertheless, in-depth analyses are required, preferably with larger student population samples, to further explore the insignificant relationship between student perceptions and attitude under nonlinear extended complexity.

Exploring the relationships between Web usability and students’ perceived learning in Web-based multimedia (WBMM) tutorials

The purpose of this case study is to better understand the relationships between Web usability and students’ perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather than as a complement to teaching practices in courses that meet face-to-face. This study analyzed data collected from 41 undergraduate students who accessed a series of WBMM tutorials to learn Web design in an upper-level undergraduate information science course that combines both in-class and online instruction. We provide a descriptive analysis of student survey responses and apply Kendall’s rank correlation coefficient to examine significant relationships ( p < 0.05) between usability factors and students’ perceived learning performance. We also explore the impact of WBMM on other aspects of the course, such as readings, email, office hours, and computer lab. Findings indicate that students responded favorably to most of the usability factors defined in this study and that course lectures and readings may have been enhanced by this virtual resource. In addition, we identified a significant correlation between usability factors of the WBMM tutorials and how students perceive their own learning. This study suggests that multimedia instruction is an effective approach to teaching Web design in blended learning environments that include both face-to-face and Web-based resources.