Student Engagement Research Articles

Factors Influencing Students' Satisfaction with Using Mosoteach for Online Learning in the Culture and Arts Disciplines at Vocational Colleges in Chengdu, China

Background and Aim: With the development of mobile Internet and the popularity of smart terminal devices, online learning platforms such as Mosoteach have been widely used in vocational colleges and universities in China. In the context of student-centered education, the researchers conducted this study to better meet students' online learning needs. This study aimed to explore the factors affecting students' satisfaction with using Mosoteach for online learning in the disciplines of culture and arts in a representative vocational college in Chengdu, Sichuan Province, China. These included computer anxiety, instructor innovation, student engagement, interaction, motivation to learn, and academic self-efficacy. Materials and Methods: The quantitative study used a combination of purposive sampling and stratified sampling to distribute questionnaires to a total of 504 students in the three target disciplines who fulfilled the eligibility criteria and 476 valid questionnaires were returned. For the data collected, the researchers analyzed the reliability, validity, and goodness of fit of the proposed model and tested the hypotheses using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Results: The results of this study showed that student engagement, motivation, and academic self-efficacy had a significant positive effect on satisfaction and that interaction was positively related to student engagement and teacher innovation was positively related to academic self-efficacy. There is no significant relationship between the effect of interaction on student satisfaction and the effect of computer anxiety on student engagement. Conclusion: In the future, vocational colleges and universities should pay more attention to the role of online teaching interactions and instructor innovations in student engagement and students' academic self-efficacy when teaching online for arts and culture students. By enhancing students' engagement, motivation, and academic self-efficacy, they can improve their satisfaction with online learning, thus improving the quality of education.

Play-Based Approach in Teaching Number Recognition among the Kindergarten Learners

The study determined the effectiveness of play-based learning compared to traditional teaching methods in developing number recognition among kindergarten learners at Kiwalan Elementary School during the School Year 2024-2025. The research specifically examined pretest and posttest performance to evaluate which instructional approach yields greater improvements in students' number recognition skills. Initial assessments indicated that both groups of learners exhibited similar, limited number recognition abilities, with most scores falling within the "Poor" and "Below Average" categories. Following the implementation of the respective teaching methods, significant improvements were observed in both groups. However, the play-based approach demonstrated more substantial gains, with a majority of students achieving scores in the "Above Average" and "Excellent" ranges post-intervention. In contrast, while the traditional approach also led to improvements, fewer students reached high-performance levels. Statistical analyses confirmed that both instructional strategies positively impacted student outcomes; nevertheless, the play-based method proved superior in fostering number recognition skills. The findings underscored the potential of play-based learning as a more engaging and effective pedagogical strategy for young learners, supporting a growing body of research advocating for interactive and hands-on learning experiences in early childhood education. This study contributes to the discourse on early numeracy instruction by highlighting the benefits of incorporating play into educational practices, suggesting that such approaches may enhance not only academic performance but also overall student engagement and motivation in learning environments.

MEDIATING EFFECT OF STUDENT ENGAGEMENT ON THE RELATIONSHIP BETWEEN DEEP APPROACH TO LEARNING AND ACADEMIC ACHIEVEMENT IN SCIENCE

This study explored the mediating effect of student engagement on the relationship between deep approach to learning and academic achievement in Science among Grade 10 students from four private secondary schools in the Mati City Division, Davao Oriental. Descriptive and correlational methods, with mediation analysis, were employed to achieved the study objectives. A total of 117 Grade 10 students from the identified schools in the research locale were requested as research respondents. Adapted survey instruments were utilized to determine the extent of student engagement and level of deep approach to learning. On the other hand, a researcher-made summative test that underwent reliability test was utilized to determine students’ academic achievement in science. The results showed that students exhibited a high level of deep approach to learning and a very high academic achievement. Furthermore, student engagement was found to be highly extensive. Correlational analysis revealed significant relationships between the deep approach to learning and academic achievement in Science, between student engagement and academic achievement in Science, and between student engagement and deep approach to learning. Additionally, the study found that student engagement partially mediates the relationship between deep approach to learning and academic achievement of students in Science. These findings suggest that academic achievement can be considerably improved when students proactively adopt deep learning approaches. These strategies, combined with the facilitating role of teachers, prompt students to deepen their engagement across cognitive, emotional, and behavioral dimensions, thereby fostering a more holistic and effective learning experience. KEYWORDS: Science Education, Deep Approach To Learning, Student Engagement, Academic Achievement, Grade 10 Students, Descriptive And Correlational, Mediation Analysis, Mati City, Davao Oriental, Philippines

Bridging Theory and Practice: The Role of Experiential Learning and Mentorship in Enhancing the Transition from University to High-School Teaching for Pre-Service English Teachers

This study investigates the transition of pre-service English teachers from university to high-school teaching, focusing on the challenges of applying theoretical knowledge in practical classroom settings. The research highlights how the integration of experiential learning and mentorship can effectively bridge the gap between theory and practice. Through a qualitative analysis of pre-service teachers in the Mekong Delta region of south-western Vietnam, this study identifies key challenges such as classroom management, student engagement, and the implementation of student-centred teaching methods. It also explores the transformative impact of hands-on teaching experiences and mentor guidance on the professional development of these teachers. The findings suggest that incorporating more experiential learning opportunities and structured mentorship into teacher-education programs can significantly improve pre-service teachers' preparedness for high-school teaching. This study underscores the need for educational reforms that emphasize practical training, alongside theoretical instruction, to enhance the effectiveness of teacher education.

Additional-Language Learning, Interdisciplinary Instruction, and Technology

In this issue, we focus on additional-language learning, interdisciplinary instruction, and technology. We begin with two additional-language articles, including one on foreign language teachers’ and students’ attitudes toward oral-corrective feedback in traditional and technology-enhanced classes, and another on the relationship between English-medium instruction (EMI) effectiveness factors and students’ EMI course satisfaction. Then, we present three interdisciplinary teaching articles, including one on fostering interdisciplinary cooperation and integration of technology in the teaching about socio-scientific issues, another on teaching literacy in an elementary-school classroom while incorporating Indigenous literacy scholarship, and a third on integrating political, social, and contemporary paradigms to teach biology. We then share two technology-oriented articles, including one on evaluating the readiness of students to use Virtual Reality technology to learn physics, and another describing gender differences regarding the level of emerging digital technologies’ competencies of STEM pre-service teachers. Five additional articles are presented on the topics of intersectional pedagogy, student engagement, transition from pre-service to in-service teaching, educational leadership, and teaching in low-economic background schools. This issue includes two book reviews.

Gamifying Analytics Education: The Impact of the Craft Beer League on Student Engagement, Problem-Solving Skills, and Collaboration

This paper evaluates the students’ reactions to an experiential learning (EL) exercise, the Craft Beer League (CBL), designed to enhance student engagement and problem-solving skills in an analytics course. By integrating gamification elements and real-world data into the curriculum, the CBL aims to bridge the gap between theoretical knowledge and practical application, fostering critical thinking, collaboration, and communication among students. Implemented across two different academic institutions, this study assesses the exercise’s effectiveness in improving engagement and perceived analytical skills through a survey of participants. The results of the survey indicate that the competitive nature of the exercise increased engagement and sparked curiosity among participants to try out different analytical approaches in an effort to improve their standing in the competition. The findings suggest that the CBL can be a valuable educational tool that is widely applicable to various student populations.

Integrating neural network and multimedia technologies to enhance college students’ career development

Combining neural network technologies and computational techniques, this research establishes a career development promotion system based on a multi-modal neural network. It reveals that computer simulation technology and multimedia have positive intervention effects on college students’ career decision-making behaviors, similar to how biomolecular interactions regulate biological processes. This technology ensures scientific rigor, objectivity, and authenticity. A knowledge fusion algorithm, built on attributes and rules within the Hadoop platform and MapReduce parallel computing framework, facilitates effective data integration. Additionally, inspired by the regulatory mechanisms in biomolecular systems, a neural network-based algorithm, utilizing gradient descent, is applied to cultural learning, augmented by feedback analysis to assess students’ psychological changes, posture, and response dynamics during the learning process. To further optimize the career development framework, an Evolutionary Algorithm (EA) is used to enhance the performance of neural networks. Numerical simulations demonstrate the robustness of the proposed algorithm, achieving high accuracy (0.981), recall rate (1.0), and F-measure (0.997) in similarity computations. These results are particularly notable when biomechanic metrics, such as gesture and posture tracking, are integrated with linguistic data, such as spelling and vocabulary. The findings underscore that incorporating neural network insights into multimedia teaching methodologies can significantly enhance psychological motivation, behavioral adaptability, and engagement in college students, fostering improved educational outcomes and advancing interdisciplinary innovation in neural networks. It effectively enhances the internal driving force of “technology empowering psychological development” in the career planning system and provides a cognitive computing and biomechanic perspective for the construction of the smart education ecosystem.

Research on the application of biomechanical analysis in optimizing movement techniques in physical education teaching

Biomechanical analysis has gained prominence in optimizing movement physical education (PE) teaching. Understanding the mechanics of human movement techniques within can lead to enhanced performance, skill acquisition, and injury prevention among students. The potential benefits of biomechanical analysis and its integration into PE programs remain limited, and educators often lack the tools and knowledge to apply these insights effectively in their teaching practices. The study aims to investigate the application of biomechanical analysis to optimize movement techniques in PE, focusing on its impact on student performance and engagement. A mixed methods approach was employed, with qualitative surveys and interviews. Participants were divided into two groups. Group A (the experimental group, EG) engaged in strength and conditioning activities enhanced by biomechanical analysis interventions, including motion capture and force plate assessment, over a six-week period. Group B (the control group, CG) receives standard PE instruction without biomechanical feedback. The findings revealed significant improvement in movement techniques within Group A, with increased efficiency and reduced injury risk compared to Group B. Group A demonstrated enhanced performance in strength and conditioning activities. This study highlights the significance of integrating advanced biomechanical strategy into PE programs to promote effective teaching and learning practices.

Empowering Students through Elective Grading in a University Setting

In undergraduate university courses, the assessment methods often lack variety, which can lead to significant stress for both students and educators. It is becoming increasingly apparent that incorporating a range of assessment types could alleviate this stress and better accommodate diverse learning styles (Leite et al., 2010). Elective Grading (EG) is an approach to assessment that empowers students to determine their own grade weighting, based on their own learning goals and progress. EG can be implemented by using simple algebraic formulas to increase or decrease the original grade by the amount elected by the student. Using computer-based spreadsheet technology, EG can be included in a dynamic system that responds to the student's work, rather than relying solely on the instructor's evaluation. This article explains the rationale behind adopting an EG system, exploring a different option for students to re-weigh tests and assignments to reduce the perceived impact of each assessment, with no grade inflation. This flexible approach can mitigate student stress and anxiety, and practical strategies for its implementation across the curriculum. EG can enhance student learning and engagement from both the instructor's and the students’ perspectives. Students can use EG to adapt their own assessment preferences that may reduce stress and improve learning outcomes.

PROJECT-BASED LEARNING ON SELF REGULATED LEARNING: HOW DOES IT WORK?

A well-structured teaching and learning process is characterized by innovative approaches that adapt to contemporary educational demands. This innovation enhances student engagement and fosters critical thinking and creativity. Project-based Learning (PBL) is one approach that encourages students to apply their knowledge practically, enhancing skill acquisition (Subramani & Iyyapan, 2018). Additionally, students need to have self-regulated Learning (SRL) so that they will be able to monitor themselves during the learning process. This SRL should be increased at the graduate level because, at this level of education, they are required to be more independent during the learning process. This research used a pre-experimental design using a one-group pretestpostest design of semester 1 master students of the English Language Education Study Program who took a Quantitative Research Coursewith three credits. They consist of 21 students. The data were obtained by using a questionnaire with a 4 Likert scale named Self-Regulated Learning Questionnaire. Based on the analysis, it was found that masteral students’ self–regulated learning after PjBL was applied to them is better than before. This finding can be an alternative for lecturers or teachers to develop students' self-regulated Learning through motivation, goal setting, time management, self–efficacy, learning strategy, and monitoring and adaptation.

The Impact of Artificial Intelligence (AI) on Students’ Academic Development

The integration of Artificial Intelligence (AI) in education has transformed academic learning, offering both opportunities and challenges for students’ development. This study investigates the impact of AI technologies on students’ learning processes and academic performance, with a focus on their perceptions and the challenges associated with AI adoption. Conducted at the National University of Science and Technology POLITEHNICA Bucharest, this research involved second-year students who had direct experience with AI-enhanced learning environments. Using purposive sampling, 85 participants were selected to ensure relevance. Data were collected through a structured questionnaire comprising 11 items as follows: seven closed-ended questions assessing perceptions, usage, and the effectiveness of AI tools; and four open-ended questions exploring experiences, expectations, and concerns. Quantitative data were analyzed using frequency and percentage calculations, while qualitative responses were subjected to thematic analysis, incorporating both vertical (individual responses) and horizontal (cross-dataset) approaches to ensure comprehensive theme identification. The findings reveal that AI offers significant benefits, including personalized learning, improved academic outcomes, and enhanced student engagement. However, challenges such as over-reliance on AI, diminished critical thinking skills, data privacy risks, and academic dishonesty were also identified. The study underscores the necessity of a structured framework for AI integration, supported by ethical guidelines, to maximize benefits while mitigating risks. In conclusion, while AI holds immense potential to enhance learning efficiency and academic performance, its successful implementation requires addressing concerns related to accuracy, cognitive disengagement, and ethical implications. A balanced approach is essential to ensure equitable, effective, and responsible learning experiences in AI-enhanced educational environments.

Management of Developing Interactive Multimedia-Based Arabic Teaching Materials: Enhancing Learning for Diverse Students at Indonesian Islamic Universities

This study also examines the management of interactive multimedia-based Arabic language teaching development. It evaluates the effectiveness of the teaching material, which uses interactive multimedia-based, in enhancing the learning process of the Arabic language in Islamic universities in Indonesia. Given students' diverse backgrounds, interactive multimedia has proven effective in promoting engagement and independent language acquisition. Pre-test and post-test results from UIN A, UIN B, and IAIN C show significant differences between the results of the experimental group and the results of the control groups. At UIN A (t-count 16.83 > t-table 1.684), UIN B (t-count 14.278 > t-table 1.682), and IAIN C (t-count 9.34 > t-table 1.682), students in the experimental groups demonstrated substantial improvement compared to the control groups. These findings confirm that interactive multimedia effectively enhances student engagement and learning outcomes in Arabic language programs at Islamic universities in Indonesia.

Exploring the Impact of Mobile Language Learning Applications on Language Proficiency: Teacher Perspectives and Implementation Challenges

This article is an exploratory study investigating teachers' perceptions of mobile language applications as a tool to increase language proficiency and their perceived challenges toward implementing the applications in the classroom. Different nationalities and linguistic specializations participated, giving each unique insight. Through a mixed-methods approach, using both focus groups and surveys, it has been proven that while less experienced instructors faced difficulties using MLAs like Duolingo, Memrise, Rosetta Stone, and Babbel, tech-savvy instructors frequently used them. Some of the chief advantages cited are flexibility, more effective individualized learning, and an increased level of student engagement. The major challenges were connected to problems in tracking success, technical issues, and coordinating MLAs with the curriculum. Teachers remarked, however, that although the MLAs often did not manage complex grammar, students' vocabulary, speaking ability, and listening skills had improved. This study therefore recommends better educational integration, institutional support, and teacher training if MLAs are to be effectively integrated into the classroom. It is through such improvements that MLAs really can become powerful tools in language teaching; otherwise, their utility is greatly dependent on careful planning and resource allocation.

The Effects of an Intervention Programme Using Information Communication and Technology on the Teaching and Learning of Physical Education in Singapore Schools

This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes.

Harmonizing STEM rigor and cultural responsiveness in college-level statistics

This study explores the integration of Culturally Responsive Pedagogy (CRP) alongside other educational frameworks into college-level Statistics classes, examining how these approaches collectively enhance student engagement without compromising technical rigor. Drawing on insights from CRP and complemented by Ethics of Care (EC), the study responds to four pivotal questions that address challenges, such as limited access to culturally relevant datasets, the role of professional development, and the balance between cultural relevance and statistical complexity. These frameworks foster a more inclusive learning environment, particularly benefiting underrepresented students. The findings provide actionable strategies for educators and institutions to adopt these approaches, ensuring both cultural relevance and academic excellence in technical subjects like college-level Statistics.

Exploring Teachers’ Priorities in Teaching English Poetry: A Focus Area Analysis

Background: Teaching English poetry is a complex task that demands imaginative, creative, experienced, dedicated, and resourceful teachers. Effective poetry instruction helps students develop a sound evaluation, veritable appreciation, and balanced interpretation of poetic works. Understanding teachers’ priorities in teaching poetry can enhance pedagogical strategies and improve student engagement with literary texts. Objective: This study aims to explore the key focus areas prioritized by teachers while teaching English poetry in grades XI and XII. The research specifically examines instructional emphases in 20 academic institutions within Hetauda sub-metropolitan city, Nepal. Methods: A cross-sectional research survey design was employed. Primary data were collected through a structured questionnaire administered to 50 English teachers in 2024. The sample was drawn from a population of 57 using a simple random sampling technique with a 5% margin of error. Descriptive analysis was used to interpret the data. Additionally, secondary data from books and journal articles were reviewed to provide context and support the primary findings. Findings: The study identified key areas emphasized in teaching English poetry, including title, theme, speaker, tone, setting, diction, figurative language, sound devices, historical and cultural context, and form and structure. Among these, title, theme, and speaker were the most frequently prioritized aspects. Conversely, elements such as epigraph, motif, layout, punctuation, and epitaph were given minimal attention in poetry instruction. Conclusion: The findings suggest that teachers focus primarily on thematic and structural aspects of poetry, with less emphasis on certain literary and stylistic devices. This highlights potential gaps in poetry instruction and suggests the need for a more comprehensive teaching approach that incorporates overlooked poetic elements. Novelty: This study contributes to the pedagogical literature on English poetry education by systematically identifying and analyzing teachers' instructional priorities. It provides empirical insights into poetry teaching practices, offering valuable guidance for curriculum design and teacher training to enhance poetry appreciation and literary analysis skills among students.

Integration of Virtual Reality and Augmented Reality into STEAM Education: A Meta-Analysis

Integration of Virtual Reality (VR) and Augmented Reality (AR) into the teaching of science, technology, engineering, arts, and mathematics (STEAM) has become so popular because of the impact on teaching and learning process. This meta-analysis explores the effects of VR and AR technologies in STEAM education based on a chain of studies undertaken over five years. The study analyses the impact of immersive technologies on student engagement, concept mastery, and skill development in various fields of science and technology. Research findings from various studies indicate that VR and AR support experiential learning by providing an immersive and interactive environment, which enables complex problem solving, creativity, and participation. In other words, VR provides a totally immersive experience that increases spatial consciousness and procedural abilities, but AR improves interaction with the physical environment and the real world. However, VR and AR effectiveness depends upon the level of education and the subject area and method of implementation. It is indicated that the results of the application of VR and AR show significant differences, as in most cases, VR offers deep experiences, whereas AR offers much opportunity to learn about the situation. The special emphasis of research is placed on intentional use of technology and strategies for education. It has identified some key areas that require further study to enhance the application of VR and AR technology in education and to have a higher impact on learning outcomes.

A pilot study on the usage of multimodal texts to enhance learner engagement during online classes

The rapid advancement of technology has significantly impacted education, particularly in language classrooms where multimodal texts have become crucial. These technology-based texts facilitate diverse meaning-making methods, shifting literacy pedagogy from traditional to modern teaching approaches. Integrating technology into English as a Second Language (ESL) classrooms is essential for this transformation. This research aimed to assess the effectiveness of using various multimodal texts to enhance student engagement in virtual classrooms in Sri Lanka. Conducted as an action research project over a month, the study involved 35 grade 10 students from H/Thalawa Vidyalaya, employing quantitative and qualitative methods. The teaching sessions incorporated a range of multimodal texts suitable for the learners and the lesson goals, each featuring at least one multimodal text. These lessons aimed to teach aspects of the four language skills: grammar, and vocabulary. Tools like Google Classroom, presentation slides, videos, Padlet, Slido, Google Forms, and chat options via Zoom and WhatsApp were utilized. Quantitative data were collected through a Google Forms survey, while qualitative data were obtained from questionnaires and semi-structured interviews. Additionally, observations and student work reviews were used for data collection. The quantitative data were analyzed using SPSS, and the qualitative data were analyzed thematically. The study found that using learner-friendly and familiar multimodal texts significantly enhanced student engagement and fostered a positive attitude towards their use for various purposes in language learning. These findings highlight the importance and effectiveness of diverse multimodal texts in English classrooms, particularly in virtual settings, to boost student motivation, interest, and engagement.

The Integration of Artificial Intelligence in Pantun (Malay Quatrain): A Revolution in Creative Teaching and Learning

The integration of artificial intelligence (AI) into the teaching and learning of pantun (Malay quatrain) represents a new revolution in contemporary education, fostering a more creative and innovative approach to learning. This study aims to explore the potential of AI in enhancing the teaching and learning process among students. Generally, with the integration of AI, the analysis of pantun works can be researched more comprehensively, including a deeper examination of rhyme schemes, values, and moral lessons embedded within them. AI assists students to discover the implicit meaning in pantun works more clearly besides offering them an opportunity to create new pantun easily. This study was carried out by making a survey of the previous studies to examine the extent to which AI has the potential to create engaging teaching and learning processes, particularly in the context of pantun education. Meanwhile, to reinforce the findings from previous studies, an interview session was conducted with six expert informants in the field of literature education. The session employed the Triple-E framework developed by Liz Kolb (2017) as the interview instrument. The analysis of the interview findings aimed to assess the potential usability of AI through three components: student engagement, enhancement of learning goals, and the development of pantun learning objectives. The potential usability of AI was assessed using the same framework with eleven students, consisting of Form Six students enrolled in the Malay Literature course. The study findings revealed that the integration of AI in the teaching of pantun could enhance student engagement, particularly in terms of motivation and active participation. The expected findings also indicated that AI not only facilitates a new revolution in the approach to learning pantun, but also strengthens the educational environment by fostering greater creativity in the current era of technology-driven education.

Pre-service Teachers’ Beliefs about the Role of Motivation in Language Learning

This study examines pre-service teachers’ beliefs about motivation in learning English as a foreign language. A mixed-method approach was used to collect data through surveys, interviews, visual narratives, and classroom observations at a public university in Ecuador. Findings reveal that both intrinsic and extrinsic motivation significantly impact the learning process. Intrinsic motivation, driven by personal interest and satisfaction, fosters student autonomy and engagement, encouraging students to take responsibility for their learning. On the other hand, extrinsic factors, such as career opportunities, academic success, and external recognition, reinforce commitment and perseverance. Additionally, pre-service teachers acknowledge their key role in stimulating motivation through interactive strategies, positive feedback, and technology integration. They also recognize the need to create an inclusive and supportive learning environment that fosters students’ confidence and reduces anxiety. This study highlights the importance of motivation in English language teaching and suggests that teacher education programs should provide effective tools to enhance motivation and engagement in the classroom.