Dimensions Of Student Engagement Research Articles

AI ChatGPT and student engagement: Unraveling dimensions through PRISMA analysis for enhanced learning experiences

This PRISMA-based literature review aims to assess and analyze the measurement of student engagement dimensions within AI ChatGPT interactions. The central question is how to effectively evaluate these dimensions using established methods and leverage insights to enhance AI ChatGPT’s capacity to foster student engagement. The systematic review of PRISMA methodology identifies 16 relevant peer-reviewed research. All relevant and eligible research according to PRISMA methodology are analyzed to comprehend the intricacies of student engagement in AI ChatGPT interactions. The synthesis of these findings unveils the current state of knowledge on AI ChatGPT’s influence on student engagement and uncovers opportunities for future research. This review underscores AI ChatGPT’s potential as an educational tool, offering personalized experiences that bolster student engagement and learning outcomes. The systematic review established that, even though using ChatGPT has many advantages such as enhancing student engagement and academic involvement and supporting inquiry-based learning. However, there are some negative aspects such as lacking empathy and human emotions, limited contextual understanding, increased technology dependence and possibility of Inaccurate or Biased Information. In summary, this PRISMA-based review contributes to understanding the measurement of student engagement within AI ChatGPT. It identifies best practices, laying the foundation for further research and development. By optimizing AI ChatGPT’s effectiveness, educators and developers can craft more engaging and tailored learning experiences, ultimately enhancing educational outcomes.

Student engagement in the first year of university in Wales during COVID-19

ABSTRACT This article reports on a study which evaluated five dimensions of first-year university students’ engagement in Welsh universities during the COVID-19 pandemic. The study utilises a student engagement scale which was previously used with undergraduate students in Australian universities. Our findings provide insights on five dimensions of student engagement including academic, intellectual, peer, student-staff and online engagement which were explored during the COVID-19 pandemic. Findings indicate that the Student-Staff Engagement scale obtained the highest mean value, and the Academic Engagement Scale acquired the lowest score. The highest and lowest engagement-scale items in this study illustrates the shifting profile of first-year students who demonstrated contrasting study habits, forms of communication with peers and interactions with university staff to pre-pandemic students. The results also indicate that engagement is a complex concept and further work is required to better understand student engagement within contemporary universities which have embraced a hybrid mode of teaching and learning. The paper calls for a more robust theorising of the engagement concept and the authors of this article argue that the online dimension of student engagement requires expanding to mirror the experiences of undergraduates studying in the hybrid university.

Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study

AbstractThe effectiveness of implementing various audience response system (ARS) formats in large classes to engage students, positively influence academic outcomes, and align with their preferences for different types of activities lacked sufficient information. This study aimed to (1) evaluate students’ perspectives on different ARS formats, including Kahoot for individual (Kahoot-I) and team (Kahoot-T) play, and Google Forms and Google Sheets for multiple-choice questions (Google-MCQ) and for open-ended questions (Google-OEQ) on different aspects with/without subgroup analysis of students into quartiles (Q1-lowest-Q4-highest) of summative scores, and (2) determine correlations between students’ perspectives and academic outcomes. At the course’s final class, a QR code for a 5-point Likert scale questionnaire was displayed for all enrolled medical students. 269/312 students (86.22%) provided written consent and completed the questionnaire constructed based on dimensions of student engagement. Across all ARS formats, students rated scores ≥ 4 for almost all aspects, with participation in class receiving the highest scores. For each aspect, Kahoot-T was rated highest in various aspects and Google-MCQ for “understanding” and Google-OEQ for “asking/answering question”. Higher academic achievers expressed more “enthusiasm” for Kahoot-I than lower achievers (P < 0.05). Formative and summative scores were positively correlated with many aspects. Students reported high engagement with all ARS formats, with higher academic achievers rating them with higher scores. Kahoot-T was the most favored for multiple aspects, Google-MCQ for “understanding” and Google-OEQ for interactive “asking/answering question”. Thus, selecting ARS in alignment with learning objective could enhance students’ engagement and learning outcomes.

Corona virus anxiety and Chinese students’ cognitive, affective, and behavioral engagement, and academic resilience: correlations and perceptions

BackgroundThis study delves into the correlation between Corona Virus Anxiety (CVA) and the engagement as well as academic resilience of Chinese students. The context is set against the backdrop of the global pandemic, highlighting the potential psychological impact of COVID-19 on students’ well-being and academic performance.ObjectivesThe primary objectives of this research are to investigate the relationship between CVA and various dimensions of student engagement, including affective, behavioral, and cognitive aspects. Additionally, the study aims to explore how CVA influences academic resilience, with a focus on persistence and self-regulation. The dual-objective approach employs both quantitative and qualitative methods to provide a comprehensive understanding of the subject matter.MethodologyA mixed-methods approach is employed, combining quantitative data from scales measuring CVA, engagement, and academic resilience with qualitative insights obtained through interviews. The research sample consists of 390 students from Mudanjiang Medical University. Quantitative data are analyzed using Pearson correlation tests, while thematic analysis is applied to interpret the qualitative findings from interviews.ResultsQuantitative data analysis reveals significant negative correlations between CVA and multiple dimensions of student engagement, indicating that higher CVA levels are associated with lower engagement levels. Academic resilience, though relatively high among participants, also exhibits negative correlations with CVA, particularly in terms of persistence and self-regulation. The qualitative findings uncover six main themes elucidating the impact of CVA on students, ranging from emotional and cognitive engagement to the social and technological challenges posed by the pandemic.Conclusions and implicationsThe research concludes that CVA significantly influences students’ engagement and academic resilience. The qualitative insights contribute to a nuanced understanding of the diverse challenges students face during the pandemic. These findings have broad implications for students, university administrators, educators, and educational psychologists, highlighting the importance of addressing mental health concerns and providing adequate support systems in the context of global crises.

Students' Engagement in the Implementation of Flipped Classroom for English Lessons

This study aims to describe the students’ engagement in the implementation of the flipped classroom method in the English lessons during the post Covid-19 pandemic. This research used a descriptive qualitative design, and the techniques of collecting data were observation and interview. The data were obtained from 23 students as research subjects. Findings of this research show that the students have positive engagement with the implementation of the flipped classroom method in the post-Covid-19 pandemic. Positive student engagement can be seen based on students' attitudes, which show indicators in the three dimensions of student engagement: behavioral, emotional, and cognitive engagement in a positive sense. This has been proven by the student response data which show that the students were enthusiastic about the learning activities conducted in the flipped classroom because they already had the knowledge they gained before the meeting. Students feel more prepared to participate in the discussion process in class, enthusiastically participate in the learning activities, and can study independently.

The relationship between student engagement and dropout risk in early adolescence

One of the most reliable predictors of school effectiveness is student engagement, which is not only related to students’ current achievement but also long-term outcomes. Using linear regression and structural equation modeling procedures, the present study was aimed at examining the relationship between dropout risk, dimensions of student engagement, and family background. The survey study involved 3251 7th grade Hungarian students who completed the adapted Student Engagement Instrument and self-reported background questionnaire. According to the results, student performance is mainly related to parents’ educational attainment, but a moderate or weak correlation with behavioral, academic, and cognitive engagement is also detectable. While affective engagement shows a weak association with performance, it correlates with other engagement dimensions linked to achievement. This result suggests that support from parents, peers, and teachers may have an indirect effect on achievement; however, the present study could not confirm this hypothetical model. Based on our data, parental educational attainment and student engagement account for approximately 41 % of student performance which draws attention to the complexity of the relationship between student engagement and performance and highlights the importance of a comprehensive approach to dropout and student engagement in this context.

Student Engagement in Hospitality and Tourism Education

ABSTRACT Technological advancements facilitate communication and enhance online entertainment activities. Distraction and disengagement also arise. Student disengagement has become a critical issue today in higher education, but the existing studies on student engagement are fragmented as they have different focuses, and so it is difficult to use the studies collectively to make future plans. This paper explores the nature of student engagement; the importance of student engagement on teaching and learning; the dimensions of student engagement; and the factors influencing student engagement. This research attempts to provide a more comprehensive study that educators will be able to consult for methods of improving student engagement in class. The results revealed four themes underlying the nature of student engagement, and we can illustrate the importance of student engagement using five aspects. The results further showed that student engagement within a classroom comprises two dimensions, and four factors were identified that influence student engagement.

A multidimensional approach to the study of school climate and student engagement

Student engagement has been acknowledged as a crucial factor for promoting successful learning. In this study we adopted a multidimensional approach to study the associations between school climate and student engagement. We aimed to test the direct and indirect associations of five concrete (Rules, Student Support, Student Involvement, Positive Teaching and Encouragement) and two abstract dimensions of school climate (Sense of Belonging and Interpersonal Justice) with four dimensions of student engagement (emotional, behavioral, cognitive, and agentic). 1058 Italian middle school students participated in this study (48% female students, 92% born in Italy, Mage = 11.77). Direct and indirect associations were tested with a structural equation model (SEM). Results allowed us to pinpoint specific associations between distinct school climate and student engagement dimensions, offering insights beyond their general association. The findings are discussed for their relevance for research and practice in fostering student participation.

AN EMPIRICAL RESEARCH ON THE INFLUENCE OF STUDENT ENGAGEMENT ON UNDERGRADUATE STUDENTS’ ACADEMIC ACHIEVEMENT IN THE FLIPPED CLASSROOM ENVIRONMENT

High quality student engagement is an important goal in the pursuit of flipped classroom teaching and learning and is a necessary process element to ensure student achievement. Purpose: The main purpose of this research was to analyse the relationship between dimensions of student engagement and student achievement in the flipped classroom at a China university by surveying data from 507 university students from Longdong University, China. Methods: Data were elicited via a survey approach and analyzed quantitatively to support the investigation. Student engagement is measured using The Flipped Learning Student Engagement Scale (FLSES) and student achievement is represented by the student's C language programming composite score. Results: The results of the analyses revealed significant positive relationships between students' academic achievement and student engagement. In addition, the research found that cognitive, behavioural and relationship with the faculty member had a direct impact on student achievement, and peer relationship had an indirect impact on student achievement in the flipped classroom. Conclusion: The research provides a basis for improving student achievement from the perspective of improving student engagement.

Relationship between Student Engagement and Academic Achievement in College English Education for Non-English Majors in China

To address the tangible problem of English underperformance and recognize a theoretical void in student engagement theory within the realm of college-level English education for non-English majors in China, this research investigated the correlation between student engagement and English achievement in this unique setting. Additionally, it analyzed to what degree the trio of student engagement dimensions (specifically, emotional engagement, cognitive engagement, and behavioral engagement) elucidate or forecast students' accomplishments in English. The correlation study design was adopted with 400 non-English major undergraduates in 6 public universities and colleges in Hebei Province, China. Students’ CET-4 scores served as indicators to assess academic achievement, which was collected in the Demographic Information Form. The Student Engagement Scale collected data on three dimensions of student engagement. Through comprehensive statistical analyses, the outcomes demonstrated substantial and positive correlations between (the three dimensions of) student engagement and English achievement in the domain of college English education for non-English majors in China. Notably, these dimensions collectively elucidate 65.3% of the variation in English achievement, with emotional engagement emerging as the primary predictor, succeeded by behavioral engagement and cognitive engagement. These findings not only suggest a path for tackling the practical issue but also expand the application boundaries of student engagement theory. As subsequent research delves into the intricacies of student engagement, this study establishes a foundation for delving deeper into the mechanisms that propel English achievement within this distinctive educational landscape.

Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness

Almost all higher education institutions across the globe have adopted technology-mediated semi-synchronous learning and teaching methods. While emerging technologies pedagogically facilitate affordances and opportunities for semi-synchronous learning, limited attention has been given to the implementation of e-learning technology to enhance student engagement in such environments. In this study, a sequential mediation model examining how students' perceived personal technological innovativeness (PTI) and perceived usefulness (PU) mediate the effects of students’ perceived responsiveness to instructional innovation (RII) and promote student social, behavioural, cognitive, emotional, and reflective engagement in semi-synchronous e-learning environment is advanced and tested on students undertaking a business course at an Australian university. The study findings indicate that RII affects all the 5 student engagement dimensions, while PTI positively impacts emotional and behavioural engagement only. PTI and PU sequentially mediate the relationship between RII and student engagement. This study highlights the importance of student-based factors in implementing e-learning technology and has implications for educational innovation theory and practice in higher education.

Using interactive technologies to enhance student engagement in higher education online learning

The challenge addressed in this study is how the effectiveness of Padlet, Panopto video-embedded quizzes and Google Docs can be evaluated in terms of student engagement. Using a range of data sources, we discussed whether each technology influenced various dimensions of student engagement. The study found that certain technologies improved students’ behavioral and cognitive engagement and they provided students with flexible opportunities for social, collaborative and emotional engagement. By enhancing the online opportunities for behavioral, cognitive and interpersonal engagement, specific technologies helped engage students with what and how they were learning. It concludes with further recommendations aimed toward the intentional use of technology for improving students’ online learning engagement.

The positive impact of bicultural identity on emotional, cognitive, and behavioral engagement: An exploratory analysis

This study investigates the impact of dual cultural backgrounds on student engagement in school, specifically focusing on minority students in China who are adapting to a new culture. It examines the emotional, cognitive, and behavioral dimensions of student engagement, considering factors such as gender, socio-economic status (SES), and cultural knowledge and experiences. A survey was conducted among students in a Chinese secondary school, with participants completing it using traditional pen and paper. Regression analysis was performed on the collected data to determine the influence of bicultural identities on student engagement, while considering the effects of gender, SES, and cultural knowledge and experiences. The findings indicate that students with resilient bicultural identities show significantly higher levels of emotional, cognitive, and behavioral engagement in school compared to those with weaker bicultural identities. This highlights the importance of nurturing and supporting students' ethnic, national, and cultural identities to enhance their overall engagement and participation in education. The results underscore the significance of recognizing and embracing students' dual cultural backgrounds, creating an inclusive environment, and employing culturally relevant educational approaches. This research has implications for educators, policymakers, and stakeholders in promoting a culturally inclusive educational system. It emphasizes the need to acknowledge and assess students' diverse cultural backgrounds and suggests the benefits of incorporating culturally responsive pedagogy and support systems to enhance student engagement and academics success. By understanding the impact of bicultural identities on student engagement, educators can establish an environment that fosters support and empowerment, contributing to students' overall educational experiences and outcomes.

The Dimensionality of Student Engagement and Burnout: A Conceptual and Empirical Extension

Student engagement and burnout have received considerable attention from higher education researchers, but there is a dearth of research on the relationships between engagement and burnout dimensions. Accordingly, the present study aims to investigate the relationships between (a) student engagement dimensions, (b) student burnout dimensions, and (c) student engagement and burnout dimensions taken together. A proposed conceptual framework was tested using 207 undergraduate students from British universities. Using structural equation modeling, the findings largely supported the conceptual framework by showing that (a) cognitive engagement is likely to act as a catalyst for emotional and behavioral engagement, (b) exhaustion is likely to precede cynicism, and (c) burnout is likely to result from an erosion of emotional engagement. This study contributes to higher education research by adding to the limited body of work that proposes a more nuanced dimensional perspective on student engagement and burnout research. A limitation and suggestions for future research, as well as practical recommendations, are outlined.

The influence of digital competence of academicians on students’ engagement at university level: moderating effect of the pandemic outbreak

PurposeThe purpose of this study is to investigate how the digital competence of academicians influences students’ engagement in learning activities in the face of the pandemic outbreak. In addition to this, the paper investigates how digital competence influences each dimension of student engagement (cognitive, affective and behavioural).Design/methodology/approachA cross-sectional, quantitative and explanatory research design was used to conduct the study. Data were gathered with an adopted questionnaire administered to a randomly selected sample of 500 university faculty members who were not digitally literate prior to the outbreak of the pandemic. Apart from the goodness of data tests, inferential statistics were applied to test hypotheses.FindingsResults indicate a significant influence of teachers’ digital competence on student engagement and the pandemic outbreak positively moderates the relationship. Digital competence equally influences all three dimensions of student engagement.Practical implicationsThe outbreak of COVID-19 made the adoption of digital life more compulsive and the nations with already available digital infrastructure and digital competence effectively minimized the adverse effect of social distancing as a result of the pandemic outbreak. Findings emphasize practitioners to focus on the digital capacity building of academicians and the provision of digital infrastructure to facilitate student engagement.Social implicationsSociety is transforming into a hi-tech lifestyle and technological advancement is penetrating almost every sphere of life at an unprecedented pace. From the digitalization of day-to-day affairs to e-governance, the adoption of technology is becoming a new normal. The outbreak of the pandemic overtook academic institutions equally. So, the social distancing compelled academicians and other stakeholders of universities to switchover from in-campus classes to online classes. The findings enrich the existing body of literature by explaining how digital competence has a determining role in ensuring student engagement amid the COVID-19 outbreak.Originality/valueThis research is a seminal work, as it tests the influence of digital competence on student engagement with the moderating role of the pandemic outbreak. To the best of the author’s knowledge, existing literature does not present this kind of research.

Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review

Student engagement is an essential indicator of educational quality and an instability behavior influenced by teachers. However, research on how teacher support influences this behavioral outcome in physical education has started late compared to academic settings. Hence, this systematic review aims to examine the empirical literature regarding the relationship between perceived teacher support and student engagement in physical education. This review complied with the PRISMA statement and ultimately found 11 eligible studies through the literature utilizing several databases, namely, Web of Science, SCOPUS, PsycINFO, ERIC, and SPORTDiscus. The results revealed a significant positive relationship between perceived teacher support and multiple dimensions of student engagement in physical education, especially in behavioral and emotional engagement. Mediating effects were found in five studies, and autonomous motivation and psychological need satisfaction were the crucial mediators. Teacher support plays a vital role in positive student–teacher interactions and students demonstrate enhanced engagement in physical education learning when teachers provide autonomy, competence, and emotional support. This study has great significance for developing instructional strategies to improve the sustainability of student engagement in physical education and also provides insight for researchers exploring options for optimizing motivational teaching styles to promote the development of sustainable teaching practices.

Do student engagement patterns differ across national higher education systems? The comparison of US, Chinese, and Russian high-level research-intensive universities

ABSTRACT Originally developed in the US educational context, the student engagement concept has become increasingly recognised internationally. It suggests a particular approach to the evaluation of higher education quality and institutional practices for enhancing student growth. However, the lack of cross-national research on student engagement patterns in various national contexts restricts the implementation of engagement practices in different national contexts. This study uses the data of an undergraduate survey conducted in the USA, China, and Russia (n = 166,919) to explore whether the associations between student engagement and four personal characteristics of students (gender, field of study, year of study, and plans after graduation) are consistent across nations. This research disclosed that the USA, China, and Russia do not vary with regard to the associations between personal characteristics and student engagement dimensions.

Student Engagement Using HoloLens Mixed-Reality Technology in Human Anatomy Laboratories for Osteopathic Medical Students: an Instructional Model.

Mixed-reality technology is a powerful tool used in healthcare and medical education to engage students in life-like scenarios. This blend of virtual and augmented reality images incorporates virtual projections with the real environment to allow real-time observation and interaction [1]. While this immersive technology offers advantages over cadaver dissections, it creates new challenges to keeping students engaged [2, 3]. Student engagement improves students' commitment to learning, critical thinking, and motivation and results in successful course outcomes [4, 5]. This paper provides an activity model using the HoloLens mixed-reality technology to deliver human gross anatomy laboratory sessions to first-year osteopathic medical students. The activity was designed using Gagne's model for instructional design and team-based learning to create an active learning model, which targets the behavioral, emotional, and cognitive dimensions of student engagement [6, 7]: behavioral engagement through autonomy and time on task, emotional engagement through providing the guiding exploration and narrative flow to accompany students' visual experience, and cognitive engagement by incorporating team-based learning (TBL) and case-based learning (CBL). The instructional model also answers the call for a new type of virtual reality instructor and pedagogical strategy that addresses the unique challenges and increases student engagement with this new technology. The effectiveness of this classroom activity was assessed by observing students for indicators or behaviors of student engagement, which are discussed. Further studies are required to measure the extent to which these indicators were exhibited and compare student engagement with this mixed-reality to didactic cadaver-based laboratory sessions.

THE EFFECT OF COMBINING GOOGLE CLASSROOM AND WHATSAPP ON STUDENT ENGAGEMENT IN ENGLISH CLASS

Information and Communication Technology (ICT) has developed rapidly so that people should adjust themselves to the development. In education field, the use of technology is very needed in today era. The condition of the world due to the Pandemic of COVID-19 in the past two years forced teacher and students to have long-distance learning virtually with the help of ICT. This current study tries to explore the effect of using Google Classroom combining with WhatsApp in teaching English at SMK Tamansiswa Mojoagung on three dimensions of student engagement. This study is quasi-experimental with post-test only design since the purpose of the study is to examine whether there is a significant effect of combining Google Classroom and WhatsApp on student engagement. The research instrument used is questionnaire to get the data about student engagement in three dimensions: behavioral, cognitive, and emotional engagement based on their self-assessment. Analyzing by using SPSS software, the results reveal that there is a significant difference of student behavioral engagement between students in two groups of different media used. On the other hand, it is found that there is no significant difference of cognitive and emotional engagement.

INVESTIGATING TESOL GRADUATE STUDENTS’ MULTIDIMENSIONAL FEEDBACK ENGAGEMENT IN A DIALOGIC SUPERVISORY FEEDBACK PRACTICE

This qualitative case study seeks to uncover how four graduate TESOL students engage in dialogic supervisory feedback about three-dimensional levels of engagement: affective, behavioral, and cognitive dimensions. Four TESOL graduate students involved in the same supervision group from a public university in Indonesia were recruited for this study using purposive sampling. Semi-structured interviews and students’ commented proposals were used to collect data, and the data were analyzed using Interpretative Phenomenological Analysis (IPA). The findings were thematized following three dimensions of student engagement. The findings of this study bring insights into the potential of dialogic feedback in graduate students' thesis writing development and provide implications for supervisory feedback practices in similar ESL/EFL settings.