Student Engagement Research Articles

Enhancing teaching and learning of evidence-based practice via game-based learning

Introduction: The Singapore Institute of Technology-University of Glasgow (SIT-UofG) Nursing Programme has traditionally taken a didactic teaching approach in the delivery of the Evidence-Based Practice (EBP) module. A hybrid approach was introduced using Game-Based Learning (GBL) to encourage active learning through gameplay. Methods: A Randomised Controlled Trial (RCT) was undertaken encompassing a cohort of 100 Nursing students taking the EBP module in their first year at the Singapore Institute of Technology (SIT) in the 2021/22 academic year. The experimental group (n=27) worked through the online GBL intervention and the EBP module, while the control group (n=27) took the EBP module alone. The GBL included five Learning Quests and three case studies. Results: High levels of satisfaction were reported by both the experimental group (n=22) and the control group (n=15) on the traditional content and delivery of the EBP module. High levels of engagement were reported by the experimental group on the GBL intervention; a one-sample statistics analysis confirming a significant level of engagement (p<0.001). A Mann-Whitney U Test, however, found no significant difference in the Continuous Assessment (CA) scores of the two groups (p=0.507 and 0.461). Conclusion: The introduction of GBL designed to deliver educational content directly associated with the learning outcomes increased the nursing student engagement in the EBP module. These findings and discoveries can be utilised to improve the GBL intervention to the EBP module to have a more positive impact the student CA scores and therefore on student learning. Keywords: Evidence-Based Teaching, Evidence-Based Practice (EBP), Nursing Education, Game-Based Learning (GBL), Teaching and Learning EBP, Nursing Students, Gamification

Potentials Challenges of Twenty-First Century Pedagogies in Nigeria

The concept of 21st-century pedagogies is the creative use of technological-aided teaching methods for the benefit of the students based on the prevailing situation. The pedagogies include the use of technology integration, collaborative learning, student-centred learning, flipped classroom and gamification and game-based learning usually student-centred. The concept of pedagogy in Nigeria, as in many other countries, refers to the strategies, methods, and approaches employed in the teaching and learning process. The paper identified skills development, technology integration, increased student engagement, collaborative learning and teacher professional development as some potential that significantly contribute to enhancing the quality of education and equipping students with employable skills needed to succeed in the world of work. The paper identified technology barriers, teacher training and professional development, large class sizes, curricular rigidity, resistance to change and limited resources as some of the challenges confronting the use of 21st-century pedagogies in educational institutions in Nigeria. However, policy reforms, teacher training and professional development, technology integration, partnerships and research and monitoring are suggested as remedial plans to improve the use of 21st-century pedagogies in Nigerian schools.

Measuring Pharmacy Student Engagement in a Pharmacotherapy Course with Required Attendance

ObjectiveThe purpose of this study was to evaluate student engagement in a pharmacotherapy course with required attendance, identify intervals where students were most and least likely to be engaged, and assess student perceptions of the importance of engagement. MethodsIn 2022, pharmacotherapy course faculty implemented a graded attendance policy. A survey instrument was developed to gauge student engagement throughout in-class sessions and included three questions regarding engagement to determine whether students were on–task, off–task–related, or off–task–unrelated. Each week throughout the semester, students were randomly surveyed for a beginning, middle and end time point. A second survey was utilized to collect perception data from students regarding attendance and engagement. The perception survey was released during the midpoint of the semester and at the end of the semester. ResultsThe overall attendance rate was 91.1% (SD 4.64%) for the semester. Generally, students reported being on–task when surveyed. The average weekly tasks rates were 77.7% on–task, 15.8% off–task–related, and 6.5% off–task–unrelated. For the perception survey, both time points had a high response rate (82.8%, mid-point survey, 77.1%, end of semester). Most students had positive perceptions regarding mandatory attendance, engagement, and pre-class preparation. ConclusionThe current study endorses high levels of student engagement in a pharmacotherapy course with required attendance. Additionally, student perceptions were generally positive regarding required attendance. Future investigations need to be completed on the non-performance benefits of attending classes.

Utilization of Virtual Reality (VR) in Developing Interactive Learning Experiences

The development of Virtual Reality (VR) technology has opened up new opportunities for creating more immersive and interactive learning experiences. With its ability to simulate realistic virtual environments, Virtual Reality has the potential to increase student engagement in the learning process, aid understanding of complex concepts, and promote active learning. This research aims to explore the use of Virtual Reality technology in developing interactive learning experiences. The main focus is evaluating the effectiveness of Virtual Reality in increasing student motivation, engagement and learning outcomes, as well as identifying supporting factors and challenges in implementing Virtual Reality in educational environments. This research uses a combination of qualitative and quantitative approaches. Data was collected through observation, interviews, surveys and analysis of student performance in a Virtual Reality-based learning environment. A prototype Virtual Reality application for learning was built and tested on a group of students with diverse backgrounds. The research results show that the use of Virtual Reality in the learning environment significantly increases student motivation and engagement. Students feel more interested and involved in the learning process due to the immersive and interactive nature of the virtual environment. Additionally, understanding complex concepts becomes easier with the visualizations and simulations provided by Virtual Reality. However, challenges such as implementation costs, training needs, and technical issues were also identified. The research conclusion states that Virtual Reality is a promising technology for developing interactive learning experiences. Although there are challenges that must be overcome, research results show that Virtual Reality can increase student motivation, engagement and understanding in the learning process. Further research is needed to explore the potential of Virtual Reality in more depth.

Exploring the use and impact of online digital resources in a mathematics module

This study examines the relationship between student engagement with digital resources and final module grade in a particular mathematics module delivered online in an Irish technological university. Measures of student engagement with the module are defined and calculated using data from virtual learning environment. These measures are analyzed to provide a description of students’ online study habits. We make an initial distinction between resources provided by the lecturer that are <i>lecture-based</i> or <i>exam-focused</i>. We further categorize student engagement with these resources as <i>active</i> or <i>passive</i> and consider these measures of student engagement in an online context. With these categories and measures in mind, we then examine the correlation between student engagement and final module grade using a multivariable linear regression model.

Effect of using the principles of physical chemistry in promoting the performance of chemistry students in senior secondary schools

This study investigates the impact of integrating principles of physical chemistry on the academic performance of senior secondary school students in chemistry. Utilizing a survey design, the research focuses on specific physical chemistry concepts, teaching strategies, and their influence on student engagement. Mean scores reveal the efficacy of integrating physical chemistry principles, emphasizing the importance of topics such as molecular structure and teaching strategies like problem-solving sessions and real-world applications. The study employs ANOVA to support these findings, indicating significant differences in overall academic performance and student engagement. The results underscore the positive effects of incorporating physical chemistry principles in enhancing students’ comprehension, analytical skills, and critical thinking, ultimately fostering a more dynamic and engaging learning environment. These insights contribute to curriculum development, emphasizing the need for interactive methodologies and practical applications to promote a deeper understanding of chemistry principles among senior secondary school students.

Efektivitas Model Pembelajaran Generatif: Pemahaman dan Keterlibatan Siswa dalam Pembelajaran Matematika

Enhancing the quality of mathematics education requires innovative and interactive teaching approaches. Generative Learning Model offers a framework that allows students to actively participate in the learning process, potentially improving their understanding of mathematical concepts. This research aims to conduct a systematic analysis of existing literature on the use of Generative Learning Model in mathematics education, focusing on effective strategies for developing interactive and effective learning tools. The research methodology involves developing a review protocol, conducting a comprehensive literature search through databases such as Google Scholar, and selecting studies using the PRISMA flowchart. The results of the analysis show that the Generative Learning Model can significantly improve mathematical concept understanding and student engagement. Effective strategies in developing learning tools based on the Generative Learning Model include the use of interactive tools and contextual approaches in teaching. The conclusions of this research confirm that the use of the Generative Learning Model contributes positively to the interactivity and effectiveness of mathematics learning, and provides recommendations for further research and practical application in educational contexts.

The Influence of AI-Powered Learning Platforms on Student Engagement and Performance: Emerging Technologies in Education

The Influence of AI-Powered Learning Platforms on Student Engagement and Performance: Emerging Technologies in Education

Student situational engagement and its associations with regard for adolescent perspectives, productivity, and instructional learning formats in the classroom

Teacher–student interactions are considered to influence student engagement. As such, building on the teaching through interaction framework, this study presents an investigation of specific features of teacher–student interactions (regard for adolescent perspectives, productivity, and instructional learning formats) and their association with student engagement in a particular lesson. The sample consisted of 404 8th–10th grade students from 18 classrooms. The data comprised 87 videorecorded lessons, divided into 216 observation cycles, coded using the Classroom Assessment Scoring System – Secondary observational instrument. Additionally, the students’ self-reports of their situational engagement were collected using the web-based In Situations (InSitu) instrument at the end of six separate lessons. The data were analysed with cross-classified multilevel structural equation modelling, with engagement ratings cross-classified by students and lessons. In line with the study hypothesis, the results revealed positive associations between situational engagement and the two dimensions of regard for adolescent perspectives and instructional learning formats, yet there were unexpected negative associations with productivity.

Social robot assisted music course based on speech sensing and deep learning algorithms

In the field of social robot teaching, research has focused on how to use technological means to provide better learning support and personalized interactive experiences. Social robots can interact with students and provide personalized learning support, thereby improving their learning effectiveness and engagement. The speech sensing model of social robots can perceive students’ emotions and feedback in real-time through technologies such as speech recognition and sentiment analysis, thereby providing intelligent responses and guidance. The deep learning recommendation model for music course resources extracts music features through deep learning techniques, and combines session interest extraction techniques to personalized recommend music resources suitable for students’ interests and abilities. By analyzing students’ interests and learning goals, robots can provide music learning resources that meet their needs based on recommendation algorithms, further stimulating their learning interest and enthusiasm. The experimental results show that the use of social robots in the learning environment significantly improves the learning effectiveness and participation of students. Through personalized interaction and intelligent response guidance, students are more likely to understand and master music knowledge, while experiencing joyful and positive learning emotions. The study validated the effectiveness of social robot assisted music courses based on speech sensing and deep learning algorithms, demonstrating its advantages in improving student learning effectiveness and engagement.

Social robot assisted music course based on speech sensing and deep learning algorithms

In the field of social robot teaching, research has focused on how to use technological means to provide better learning support and personalized interactive experiences. Social robots can interact with students and provide personalized learning support, thereby improving their learning effectiveness and engagement. The speech sensing model of social robots can perceive students’ emotions and feedback in real-time through technologies such as speech recognition and sentiment analysis, thereby providing intelligent responses and guidance. The deep learning recommendation model for music course resources extracts music features through deep learning techniques, and combines session interest extraction techniques to personalized recommend music resources suitable for students’ interests and abilities. By analyzing students’ interests and learning goals, robots can provide music learning resources that meet their needs based on recommendation algorithms, further stimulating their learning interest and enthusiasm. The experimental results show that the use of social robots in the learning environment significantly improves the learning effectiveness and participation of students. Through personalized interaction and intelligent response guidance, students are more likely to understand and master music knowledge, while experiencing joyful and positive learning emotions. The study validated the effectiveness of social robot assisted music courses based on speech sensing and deep learning algorithms, demonstrating its advantages in improving student learning effectiveness and engagement.

Justice-oriented assessment in immigrant serving schools: a critical ethnographic case study of the elements of performance assessment

This critical ethnographic case study explores the impact of Performance-Based Assessment Tasks (PBATs) on high school dynamics and instructional practices, particularly in schools serving immigrant communities. PBATs, considered alternatives to standardized testing, have shown promise in enhancing student engagement, critical thinking, and college readiness. Drawing on interviews and fieldwork at four International High Schools, the study investigates how PBAT adoption influences day-to-day operations, teacher-student interactions, and school culture. Results reveal that PBAT implementation requires early investment in skill development and mentorship, transforming educators into facilitators and students into active learners. Moreover, the oral presentation aspect fosters multilingual proficiency. Despite challenges, PBATs offer a pathway to equitable assessment practices and educational transformation. Framed within a justice-oriented framework, this research highlights the potential of PBATs to create inclusive and empowering learning environments for immigrant and marginalized students.

The role of artificial intelligence in education 5.0: opportunities and challenges

Objective: This paper aims to critically analyze the role of Artificial Intelligence (AI) in Education 5.0, focusing on its opportunities and challenges. It explores technological advancements in AI, their applications in educational settings, and the paradigm shift towards personalization and adaptive learning, while examining ethical considerations inherent in integrating AI into education. Method: The research employs a qualitative analysis of existing literature spanning a period of five years. This involves reviewing case studies, industry reports, and empirical evidence on the implementation and impact of AI technologies in educational contexts. The study covers various aspects of AI applications, including AI algorithms in educational content curation, machine learning in student assessment, and natural language processing in language learning. Results: The findings reveal that AI significantly enhances educational experiences by enabling personalized and adaptive learning, improving student engagement, and providing tailored feedback. AI algorithms have transformed educational content curation, while machine learning has revolutionized student assessments by providing nuanced evaluations and predictive analytics. Natural language processing has advanced language learning by offering interactive and immersive experiences. However, the study also highlights challenges such as data privacy, algorithmic bias, and the digital divide. Ensuring robust data protection, addressing bias in AI systems, and improving digital infrastructure are essential to maximizing the benefits of AI in education. Conclusions: AI's integration into Education 5.0 presents both significant opportunities and substantial challenges. While AI has the potential to revolutionize education through enhanced personalization and efficiency, it also raises ethical and accessibility concerns. The study emphasizes the need for balanced approaches that leverage AI's strengths while mitigating its risks. Collaboration among educators, policymakers, and technologists is crucial to ensure that the benefits of AI in education are equitably distributed and ethically aligned with societal values.

A classroom experience for teaching and learning of high school geometry through virtual reality

This study explores the integration of virtual reality (VR) in geometry education and examines the immersive platform’s potential to enhance student engagement and understanding through a case report. While students appreciated the interactive and collaborative aspects of VR, they also faced challenges such as VR sickness and technical issues. Recommendations for future sessions include incorporating breaks and providing additional technological guidance. Future research will focus on addressing these challenges, evaluating long-term educational outcomes, and exploring the integration of other immersive technologies like augmented reality. The study contributes to the wide discussion regarding the importance of balancing technological innovation with pedagogical effectiveness for successful VR integration in educational settings.

The Application of Information Technology in Teaching at University and College Levels in the Context of the Fourth Industrial Revolution

In the era of the Fourth Industrial Revolution (4IR), characterized by rapid advancements in Information Technology (IT), the integration of these technologies into higher education has become imperative. This paper explores the transformative impact of IT on teaching methodologies at the university and college levels. Through a comprehensive review of literature, case studies, and qualitative analysis, the study examines how institutions are leveraging IT tools such as artificial intelligence, big data analytics, and immersive technologies to enhance learning experiences. Key findings highlight the benefits of IT adoption, including improved student engagement, personalized learning paths, and the cultivation of future-ready skills essential in a digital economy. However, challenges such as infrastructure readiness and faculty training remain significant barriers. By addressing these challenges and embracing innovative teaching strategies, higher education can effectively navigate the complexities of the 4IR, ensuring graduates are equipped to thrive in an increasingly digital and interconnected world.

Factors Deterred BA English Major Students’ Academic Achievements at Nangarhar University

Learning academic and professional English is essential for nonnative speakers. However, learning this international language is not as simple as students and teachers think in the EFL context. In Afghanistan, students study English language programs up to undergraduate and graduate levels. They join the programs to overcome written and oral communication problems, comprehend English text, and learn language-related issues such as linguistics, EFL research, and macro skills of the English language. The major purpose of this scientific study is to find the factors that challenge students from achieving academic success in BA English studies at Nangarhar University Moreover, it aims to identify appropriate strategies for implementing creative teaching approaches and their effects on undergraduate students’ academic achievement. This study was conducted through a systematic review of literature and individual interviews. Twenty-four senior and junior students were interviewed about levels of student engagement through semi-structured interviews. The participants pointed out factors such as lack of innovative teaching approaches, shortage of technological tools in the classroom, no or less motivation, outdated teaching materials, lesson extracurricular activities, and students’ weak English background as factors that deter learners from fluent speaking, critical reading, and creative writing. The scientific study found that creative teaching approaches develop critical thinking and help students to become autonomous learners which is important for academic achievement in undergraduate programs.

ENHANCING STUDENTS’ ENGAGEMENT IN FLSP CLASS: THE IMPACT OF NEARPOD

This quasi-experimental study investigates the effectiveness of Nearpod, a student-response-system, on elevating student engagement in Foreign Language for Specific Purposes (FLSP) classes. Utilizing Nearpod's interactive features to deliver the materials and activities through a shareable link, the study aimed to create a dynamic and immersive learning experience. The study involved 74 students from an FLSP course, divided into control and experimental groups. The experimental group were taught using Nearpod while the control group received regular instructions. Engagement levels were measured using a self-report questionnaire based on Wang et al. (2016), encompassing four domains of student engagement. The Mann-Whitney U-Test revealed that Nearpod significantly increased overall student engagement (U = 263.500, p < .05). Notably, behavioral, emotional, and social engagement showed significant improvements, while cognitive engagement did not (U = 450.500, p > .05). This empirical results show that Nearpod significantly enhances overall student engagement and positively impacts behavioral, emotional, and social engagement in FLSP integrated classes. However, cognitive engagement remains unaffected, suggesting a need for further exploration of strategies to address this aspect.This research provides valuable insights for language instructors, highlighting the potential of technology to foster engaging and interactive learning environments.

Exploring Learners’ Perceptions on Efficacy of Artificial Intelligence in Enhancing EFL Conversation Classes

This study investigates the efficacy of Artificial Intelligence (AI) in enhancing English as a Foreign Language (EFL) conversation classes through a mixed-methods approach. It assessed AI’s impact on student engagement and language acquisition by analyzing both quantitative and qualitative data. Findings indicated that students using AI interactively experienced improved language skills and increased participation. Qualitative insights highlighted AI’s role in providing personalized feedback and facilitating learning, while also raising concerns about dependency on AI and its integration with conventional teaching approaches. The study underscores the need for a balanced implementation of AI in EFL settings to complement conventional language learning bringing along the least possible disadvantages in this context. It suggests further investigation into AI’s long-term effects across diverse educational contexts to maximize benefits for learners. This study contributes insights into how AI can effectively improve language education when thoughtfully integrated into the curriculum.

Enhancing Arabic Language Learning in Class VIII MTsN 5 Jombang: An Evaluation Using the CIPP Model

This qualitative study used CIPP model to assess Arabic language learning for Class VIII at MTsN 5 Jombang. Data collection was carried out by interviews, observation and documentation. The research respondents consisted of 3 Arabic teachers and 29 students of Class VIII-F, including 15 boys and 14 girls. Analysis of the findings including contextual, input, process and product dimensions. The results show that Arabic learning is enhanced by a supportive environment, good infrastructure, and cultural elements with rich Islamic cultural heritage. The program is supported by a balanced curriculum and well-equipped facilities. However, the curriculum must be updated following the latest national curriculum, Emancipated Curriculum, and teachers must be trained to remain relevant. Constant supervision is required to improve the quality of teaching and student engagement. The results of the evaluation showed that 80% of students met the minimum competency standards. However, more interactive teaching for speaking skills need improvement.

Pengembangan Media Pembelajaran Video Animasi Berbasis PjBL (Project Based Learning) pada Materi Sistem Sirkulasi Darah Kelas XI IPA SMA/MA

The application of science and technology (IPTEK) in education has generated several learning innovations, including the use of media in learning. The purpose of this research was to develop a product in the form of project-based learning (PjBL) animated videos based on the circulatory system material for grade XI in high schools, which is valid, practical, and suitable for use. Research and development (R&D) activities included data collection on student and teacher needs. The development phase aimed to produce learning media products involving media experts, subject matter experts, and biology teachers. Subsequently, the product was tested with 12 students in a limited group and then with 38 students in a broader group to determine its media feasibility. The development of PjBL-based animated video products was evaluated using instruments covering several aspects: validation sheets for media, including text composition balance, images, sound, and video, color selection, physical criteria, practicality, and long-term usefulness. Validation sheets for content included aspects of learning promotion, curiosity enhancement, presentation support, material accuracy, and student engagement. Practitioner validation sheets covered material, language, and presentation aspects, while student response questionnaires addressed material, language, and presentation. Based on the expert media validation assessment recapitulation, the overall score indicated the product was highly valid and suitable for use in learning, with an average percentage of 84.00%. Similarly, the expert content validation recapitulation showed the product to be highly valid and suitable for use in learning, with an average percentage of 88.00%. The practitioner assessment by biology teachers indicated the product was highly practical and suitable for use in learning without revision, with an average percentage of 91.19%. Additionally, the limited and broad group product tests showed an average student response rate of 85.00%, indicating that the developed animated video is suitable for use in learning without revision.