Learning Engagement Research Articles

Impact of the COVID-19 pandemic on the learning engagement of racially diverse undergraduate students in remote learning

ABSTRACT The COVID-19 pandemic caused a global shift to remote learning and at the same time presented challenges to implementing this form of learning. However, not many studies have been conducted on the impact of the COVID-19 pandemic on students from racially diverse backgrounds in remote learning. To extend our understanding of this topic, this qualitative study explored the impact of this pandemic on the learning engagement, perceived by racially diverse students in remote learning. Data were gathered through semi-structured interviews with 40 undergraduate students from a university in Northeastern United States, analysed following an inductive analysis approach, and interpreted through the lens of Self-Determination Theory. Findings indicated that the COVID-19 pandemic impacted diverse students regarding psychological and emotional stress. Also, insufficient support in remote learning engagement, lack of digital and technical resources and a digital divide were identified as challenges that emerged during the pandemic remote learning period. However, the use of digital social media tools helped students navigate through the challenges of the COVID-19 pandemic to promote their learning engagement in remote learning. The results suggest that higher education institutions should develop instructional resources that can effectively facilitate teaching and learning to enhance students’ learning engagement during disasters and emergency periods.

AI-empowered applications effects on EFL learners’ engagement in the classroom and academic procrastination

BackgroundIn today’s rapidly evolving educational landscape, AI-powered applications like ChatGPT, POE, and Duolingo are revolutionizing language education, offering personalized learning experiences in EFL. However, challenges such as student engagement and academic procrastination persist. This study delves into how these AI tools impact EFL learners’ engagement and procrastination tendencies, aiming to inform effective technology integration in language instruction.ObjectivesThe primary goals of this research are to assess the influence of AI-empowered applications on affective, cognitive, and behavioural engagement and academic procrastination among EFL learners. By considering both the affective and cognitive aspects of engagement, the study aims to provide insights into optimizing EFL instruction through AI-driven tools while addressing academic procrastination challenges.MethodologyA quasi-experimental research method was employed, involving ten intact classes comprising 350 students divided into two groups. Engagement and procrastination scales were administered before and after the treatment. T-tests were utilized to analyze the data, comparing pre- and post-treatment scores between the groups.FindingsThe results indicate that the experimental group, exposed to AI-empowered applications, demonstrated significantly higher levels of affective, cognitive, and behavioural engagement than the control group. Keywords: AI-empowered applications, Academic procrastination, engagement, Chinese EFL learners’ engagement. Moreover, a substantial reduction in academic procrastination was observed among students exposed to AI-empowered applications.ConclusionsThe study underscores the potential of AI-empowered applications to enhance learner engagement and mitigate academic procrastination. The findings contribute to the pedagogical discourse surrounding technology integration and advocate adopting learner-centred approaches. The incorporation of AI-empowered applications in diverse educational settings is recommended.

Students engagement in a forced distance learning: the relation to personality characteristics

ABSTRACT In response to the challenges posed by the global COVID-19 pandemic, educational institutions have grappled with effectively engaging secondary school students through distance learning platforms. This study, conducted during a lockdown necessitated by the third wave of the coronavirus in Israel, aimed to explore the interplay between online engagement, personality traits, loneliness, and the use of Zoom as a learning tool. The research involved 235 students participating in an online survey with closed-ended questions analyzed statistically, and an open-ended question assessed by three independent reviewers. The findings reveal a positive correlation between higher levels of agreeableness, openness to experience, conscientiousness, and increased engagement in online learning. Additionally, active participation in Zoom and a positive perception of the platform are predictors of heightened engagement. Conversely, students experiencing elevated levels of loneliness, neuroticism, and extraversion tend to have a less positive experience with distance learning. These insights provide valuable guidance for educators, enabling them to tailor teaching approaches to the evolving learning environment. Armed with this knowledge, educators can enhance student engagement, whether during crises like the COVID-19 pandemic or in more typical educational settings.

Development of audio-visual media to enhance student comprehension in Islamic education

This study aims to develop audio-visual media to enhance student understanding in Islamic Education at Madrasah Aliyah Tulungagung. A qualitative approach with a case study design was employed to explore in-depth the processes and experiences associated with the use of this media. The research subjects included Islamic Education teachers, students, the headmaster, and curriculum staff. Data were collected through in-depth interviews, focus group discussions (FGD), participant observations, and documentation. Data analysis involved transcription, coding, categorization, and interpretation. The findings indicate that audiovisual media are effective in assisting students in understanding complex and abstract concepts in Islamic education. This media also boosts student motivation and engagement in learning. However, the use of this media faces challenges such as limited technological facilities and preparation time constraints. The study recommends enhancing support for facilities and providing training for teachers to optimize the use of audio-visual media. With appropriate support, this media has the potential to become an effective tool in improving the quality of Islamic education at Madrasah Aliyah Tulungagung and other madrasahs in Indonesia.

Community Engaged Learning in Graduate Education: A Review and Call to Action

A thematic analysis of articles published between 2005 and 2023 was conducted to assess the state of community engaged learning (CEL) in graduate education. The analysis reveals specific foci at different levels of analysis ranging from individuals to institutions. This includes attention to student learning outcomes, pedagogical practices, community partner involvement, student autoethnographies, program development and evaluation, and institutional factors. A praxis agenda for scholarship is proposed in response to trends in graduate education and gaps in the current literature. This includes further integration of CEL into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) graduate education, broadening theoretical and methodological repertoires, and further supporting graduate students as engaged scholars and teachers.

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

Leveraging technology and artificial intelligence to revolutionize French language proficiency: A comprehensive framework for modern curriculum design

The integration of technology and artificial intelligence (AI) in language education has the potential to revolutionize how French is taught and learned in the modern era. This paper explores a comprehensive framework for modernizing the French language curriculum, emphasizing the transformative role of AI-driven tools in enhancing learner engagement, accessibility, and fluency. It examines advancements such as adaptive learning systems, AI-powered tutors, speech recognition, and gamification, highlighting their ability to personalize instruction and foster immersive learning experiences. Key features of a technology-driven curriculum, including alignment with CEFR standards and inclusivity for diverse learners, are discussed. The paper also addresses challenges such as cost, infrastructure limitations, and ethical concerns related to data privacy and the role of human educators. Recommendations focus on teacher training, infrastructure investment, and collaborative policy development to ensure the successful implementation of AI-enhanced curricula. By leveraging AI's potential while maintaining ethical standards, this approach aims to make French language education more efficient, interactive, and inclusive, meeting the demands of a globalized world. Keywords: Artificial Intelligence, French Language Education, Technology-Driven Curriculum, Adaptive Learning Systems, Immersive Learning, Educational Innovation.

A traditional or an innovative approach to assessment: The Assessment PROFILE

The widely used SPICES framework focused on curriculum development. The Assessment PROFILE serves a similar purpose for current trends in assessment. A school has to decide where it wishes to lie on each of the continua: a programme-focused approach with decisions based on evidence collected from a number of sources; authentic assessment based on assessment in the ‘real world’; outcome-/competency-based assessment; assessment for learning; assessment with an impact; learner engagement; and quality assurance and evaluation of the assessment. The PROFILE can be used by the different stakeholders, including students, to evaluate and plan the school’s assessment policy, in light of developments in the area.

Effectiveness of the Quizizz Application in Improving Students' Reading Comprehension at SMP Darul Falah

This research investigates the effectiveness of the Quizizz application in enhancing students' reading comprehension at SMP Darul Falah. A quasi-experimental design was employed, involving two groups of seventh-grade students: an experimental group using Quizizz and a control group utilizing Google Forms for learning recount texts. The methodology includes pre-tests and post-tests to measure reading comprehension, with statistical analysis conducted using SPSS. The findings reveal that the experimental group, which utilized Quizizz, exhibited significant improvement in reading comprehension compared to the control group. Normality and homogeneity tests confirm the reliability of the data, and the Mann-Whitney U test indicates a significant difference in outcomes between the two groups. Based on the study's results, it can be concluded that Quizizz is an effective medium for teaching reading comprehension, offering a more engaging and motivating learning experience compared to traditional methods. These findings suggest that incorporating interactive and gamified tools like Quizizz can greatly enhance educational practices and improve student performance in reading comprehension.

Review on Epistemic Beliefs under Self-regulated Remote Learning

With global education shifting online during the lockdown, extensive research on epistemic beliefs has shifted towards its implication in an online setting. During online learning, students are facing significant changes concerning online learning engagement and online academic stress reduction. Previous research indicated self-regulated learning skills are essential for students to regulate stress and increase learning engagement, with epistemic beliefs being an essential factor affecting self-regulated learning. Hence, this review sets out to establish a theoretical relationship between epistemic beliefs and stress management and learning engagement in a specific online remote learning setting. It is proposed that students who perceive knowledge as complicated or developing are more likely to self-motivate and exhibit lower level of academic stress and higher level of learning engagement.

Exploring the Influence of Social Media and Online Communities on Affordances in ELT

In modern times, the popularity of social media and online communities play an important role in both daily life and language learning. Social media and online communities have become integral to modern life, offering unique opportunities to transform English Language Teaching (ELT). This literature review examines how the affordances provided by these platforms are reshaping the current landscape of ELT through an ecological perspective. Specifically, the study investigates their influence on teaching and learning practices, focusing on how these affordances foster authentic language use, collaboration, and personalized learning experiences. Additionally, the review explores the implications of these affordances for teachers’ strategies in designing dynamic, multimodal learning environments that extend beyond traditional classrooms. By synthesizing findings from recent research (2014–2024), the study highlights the transformative role of social media and online communities in creating enriched affordance environments. These platforms enable greater learner autonomy, cultural awareness, and engagement. The study also identifies practical recommendations for educators to integrate these tools effectively while addressing challenges such as digital literacy and privacy concerns. This review provides a comprehensive understanding of how digital affordances are shaping ELT and suggests strategies for leveraging them in innovative and sustainable teaching practices.

E-Learning in the post-COVID era: Experiences of tertiary students

The present study sought to unearth challenges capable of confounding the success of e-learning and elicit the best practices. A total of 382 (291 undergraduate and 90 postgraduate) students from the University of Cape Coast in Ghana participated in this cross-sectional survey study. Data were collected using a structured questionnaire, which was conducted both in-person and online. The data were analysed using frequencies, percentages, correlation, and MANOVA. Key findings were that students found the e-learning sessions complicated. Specific challenges included access to an internet network, data cost, low IT skills, and e-classroom proficiency. It is recommended that universities and policymakers in Ghana take proactive steps to enhance digital literacy, provide affordable internet packages, and support students with computer literacy training to improve e-learning. Special measures should be implemented to address gender disparities by introducing targeted programmes for women to ensure equal participation in digital education. Additionally, e-learning initiatives should be designed with inclusivity in mind, considering the unique needs of students in collectivist cultures to foster effective and socially engaging learning environments. Implications from the study are particularly relevant for non-WEIRD (non-Western Educated Industrialised Rich Democratic) institutions.

The Relationship Between Effort–Reward Imbalance and Learning Engagement: The Chain‐Mediating Role of Academic Self‐Concept and Academic Burnout

ABSTRACTThis study aimed to investigate the relationship between effort–reward imbalance and learning engagement and the chain mediating role of academic self‐concept and burnout in this relationship. A total of 1030 adolescent students were assessed via the Effort–Reward Imbalance for Learning Scale, the General Academic Self Scale for Adolescents, the Adolescent Learning Burnout Scale, and the Utrecht Work Engagement Scale‐Student. (1) Effort–reward imbalance, learning engagement, academic self‐concept, and academic burnout were significantly correlated. (2) Although the direct effect of effort–reward imbalance on learning engagement was not significant, the chain mediating role of academic self‐concept and academic burnout in the relationship between effort–reward imbalance and learning engagement was significant. Effort–reward imbalance predicts learning engagement via the chain mediating role of academic self‐concept and burnout. Teachers and parents should pay attention to the potential impact of students' negative academic self‐concept and burnout induced by the effort‐reward imbalance on learning engagement.

“Walking with Dreams”: The Categories of Career Decision-Making Self-Efficacy and Its Influence on Learning Engagement of Senior High School Students

Career decision-making self-efficacy is a key factor influencing high school students’ ability to make informed choices. It is closely associated with their professional interests, learning engagement, and academic performance. This study aims to explore the latent categories of career decision-making self-efficacy among Chinese high school students and analyze the differences in learning engagement across students with different types of career decision-making self-efficacy. A convenience sampling method was employed to recruit 510 Chinese high school students as participants. A questionnaire survey was conducted using the Career Decision-Making Self-Efficacy Scale and the Learning Engagement Scale. The validity of the questionnaire was analyzed using Amos 23.0, descriptive statistics and correlation analyses were performed with SPSS 26.0, and a latent profile model was constructed using Mplus 8.0. The results indicate that there are four latent categories of career decision-making self-efficacy among high school students. In terms of learning engagement levels, the categories are ranked from highest to lowest as follows: high career decision-making self-efficacy type, lack of external exploration type, lack of internal exploration type, and low career decision-making self-efficacy type. Students with high and low career decision-making self-efficacy demonstrated significantly higher levels of learning engagement compared to those categorized as lacking external or internal exploration. Therefore, the design of career education curricula for high school students should focus on enhancing career decision-making self-efficacy to stimulate their intrinsic motivation for learning. Differences among various student types should be acknowledged, allowing for tailored and individualized instruction. Additionally, efforts should be made to strengthen integrated career guidance that links academics, career interests, and future professions, guiding all stakeholders to shift away from entrenched practices of “exam-oriented education” and utilitarian perspectives.

A Review of Augmented Reality-Supported (AR) Studies in Foreign Language Teaching

This study explores papers that investigate the integration of augmented reality (AR) in foreign language teaching and learning. The majority of the reviewed articles focus on examining the effects of AR technologies on learners' motivation, engagement, and academic achievement. With the increasing presence of technology in educational settings, AR offers new opportunities for immersive and experiential learning. This research explores how AR-supported tools are used in foreign language education by examining studies indexed in the Web of Science, SCOPUS, and ERIC databases, which have received a certain number of citations. Employing a qualitative document analysis, this study performs a literature review to identify recurring themes and outcomes. The findings reveal that AR creates a multilingual and multicultural environment, allowing learners to actively experience both the foreign language and its cultural context, aligning with the "Action-Oriented Approach" of the Common European Framework of Reference for Languages (CEFR). Notably, the majority of studies in foreign language teaching assisted with AR-based technologies focus on English as a foreign language. This research highlights the potential of AR in foreign language learning and suggests that further research and practical applications are needed to develop and implement cost-effective solutions to maximize the benefits of AR in various educational contexts.

Hospitality and Tourism Students’ Experiences with, Perceptions of, and Suggestions for Group Projects within the Discipline

ABSTRACT This Scholarship of Teaching and Learning (SoTL) study explored university students’ experiences with and perceptions of group projects in the hospitality and tourism discipline via a multimethod survey. Findings indicated that the majority of students had completed group projects in the discipline, thought that social loafing was a challenge, and were not in favor of them in online classes. Moreover, the relationship between student-student interaction and social presence was significant, and social presence significantly influenced emotional engagement and active learning. Lastly, emotional engagement led to active learning. Suggestions for teaching are provided, including helping students to connect and collaborate with each other in meaningful ways.

Students’ Engagement in Learning Nursing Pharmacotherapeutics: A Self-reported Volunteer Experience

Hands-on experiential learning within a clinical setting and the integration and translation of theoretical knowledge to practice have been explored as pedagogical methods to enhance nursing education. This study reports nursing students’ self-assessment of volunteer learning experience at hospitals and community pharmacies to enhance nursing pharmacologic knowledge. The study quantitatively evaluated the self-reported assessment of nursing students at hospital and community pharmacies in Belize using a convenient sampling technique. Forty-six nursing students spent 48 hours at assigned community and hospital pharmacies under the supervision of a licensed pharmacist. Self-assessment questionnaires and the grades from preceptors were analysed and reported. Students described a positive experience with high mean scores indicating self-reported learning of new medications, drug side effects, labelling of drugs, dispensing prescriptions, patients’ assessment, communication and experience working alongside interprofessional healthcare team members. This study shows that undergraduate nursing students can benefit from volunteer learning at community and hospital-based pharmacies to enhance hands-on learning of pharmacotherapeutics knowledge. Daily interactions with pharmacists, medications and patients complemented students’ learning of medications and skills acquisition. Nursing educators should explore nonconventional pedagogical approaches, such as pharmacy clinical sites, to complement students’ pharmacologic learning.

THE ROLE OF PROJECT-BASED LEARNING IN SHAPING THE PROFESSIONAL INTERESTS OF 5TH GRADE GYMNASIUM STUDENTS IN UKRAINIAN LANGUAGE LESSONS

The article delves into the pivotal role of project-based learning in shaping the professional interests of fifth-grade students in gymnasiums during Ukrainian language lessons. It underscores how project-based learning is a catalyst for the development of communication skills, critical thinking, and student responsibility, empowering students to take charge of their learning. The main stages of implementing project-based learning are detailed, from organization to presentation of projects. The influence of projects on students’ professional self-determination is scrutinized, underscoring the significance of applying knowledge in real-life contexts. The benefits of student collaboration in groups are also explored, as it fosters the development of social skills and an interest in various professions related to the Ukrainian language. The problem statement is based on the need to adapt the educational process to the demands of the modern world and the significance of career guidance activities for students during the active formation of their personalities. An analysis of traditional teaching methods demonstrates their inadequacy in providing practical knowledge application, leading to low student motivation. Project-based learning, which focuses on integrating knowledge and practical activities, can enhance students’ interest and engagement in learning while fostering essential competencies such as responsibility, critical thinking, and communication. This approach also highlights the crucial role of educators in guiding students through their learning journey, making them feel valued and integral to the process. The article also examines the historical aspects of project-based learning development, starting from the concepts of John Dewey and W. Kilpatrick, and discusses contemporary research that supports the effectiveness of this method. Implementing project-based learning in Ukrainian language instruction allows students to work on real projects, thereby promoting the development of their professional interests and skills needed for future professional activities. This not only prepares them for the challenges of the modern world but also instills a sense of optimism about their future prospects.

Effectiveness of Using Ludo Game-Based Learning Media to Improve Understanding of Spatial Building Concepts in Elementary School Students: Literature Review

Understanding the concept of spatial structures is a significant challenge in elementary school mathematics education due to its abstract nature. This study aims to evaluate the effectiveness of Ludo game-based learning media in enhancing students' understanding of spatial concepts. This research uses a literature review method to analyze various previous studies using game-based media to teach spatial concepts. The findings indicate that Ludo games significantly improve students’ cognitive understanding by visualizing abstract concepts more concretely, fostering active and interactive learning, and reinforcing concepts through repetition. Additionally, this medium enhances students' learning motivation and spatial skills. However, its implementation faces challenges, such as diverse student abilities, limited classroom time, and the need for teacher training to integrate the games into the curriculum. These findings highlight the substantial potential of Ludo games in addressing difficulties in mathematics education, particularly in understanding spatial concepts. This study recommends integrating game-based media into teaching strategies to create a more engaging and effective learning environment.

Teachers and students at the crossroads: unpacking L1 use in CLIL in China’s higher education

ABSTRACT Grounded in the concept of translanguaging, the use of first language (L1) in foreign language (L2) classrooms has sparked considerable debate within Content and Language Integrated Learning (CLIL), particularly in under-researched non-Western contexts such as China. A significant research gap remains regarding the contexts, purposes, and factors influencing L1 use. This qualitative study, situated within English language education in Chinese higher education, addresses this gap with a focus on one purposively selected CLIL classroom. Conversation analysis of classroom observations indicates that translanguaging functions as a strategic, context-driven choice shaped by teacher awareness and learner agency rather than as a fallback to L1. In-depth interviews with the teacher and students reveal that L1 use, framed within Cultural-Historical Activity Theory, is mediated by physical and conceptual tools and peer interactions, with effects observed both inside and outside the classroom. The study also highlights how the division of labour and institutional, educational, or ideological rules shape the balance between L1 and L2 use and create tensions between traditional L2 immersion expectations and learners’ practical needs. These findings call for a more nuanced understanding of translanguaging and suggest the reconsideration of strict L2-only policies to enhance learner engagement and comprehension in CLIL.