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Co-teaching, a partnership between professional peers with different expertise to jointly deliver instruction and divide teaching responsibility, is recognized as an effective teaching strategy that has been widely implemented. The increased use of information and communication technologies in educational practices may expand the opportunities for potentially beneficial teacher collaboration across schools. How the online teacher and the on-site teacher co-teach in blended synchronous teaching and learning, as well as its effectiveness on student engagement, remains unclear. This paper presents the results from a sequential research design from the teaching presence perspective to shed light on the characteristics of co-teaching presence and its effect on student engagement in the blended synchronous classroom. In study one, qualitative data collected through ethnographic observation and interviews exhibited how the co-teaching presence was created and its elements: instructional design and organization, facilitating discourse, direct instruction, assessment, supplementary instruction, organization and management, and affective support. Study two was a quantitative study that applied a self-report questionnaire to 268 students to further verify the effects of elements of co-teaching presence on student engagement. Based on hierarchical regression analyses, the results provided evidence that student engagement benefits from collaborative teaching; the on-site teacher's affective support had the greatest influence on sustaining student engagement. Additional findings, implications, limitations, and research directions are discussed. • Co-teaching presence explains dual role of both on-site and online teacher. • Responsive and in-depth classroom interactions benefit from co-teaching presence. • On-site teaching presence exerts a stronger influence on student engagement. • On-site teacher's affective support has the most influence on student engagement. [ABSTRACT FROM AUTHOR]

ChatGPT, a state-of-the-art artificial intelligence (AI) chatbot, has gained considerable attention as a transformative yet controversial tool for enhancing teaching and learning experiences. Several reviews and numerous articles have been written about harnessing ChatGPT in education since its release on November 30, 2022. Besides summarising its strengths, weaknesses, opportunities, and threats (SWOT) as identified in previous systematic reviews of ChatGPT research, this systematic review aims to develop a new understanding of its influence on student engagement by synthesising the existing related research using a three-dimensional framework comprising behavioural, emotional, and cognitive aspects. We searched relevant databases and included 72 empirical studies published within one year of ChatGPT's initial release. The findings reveal robust but narrowly focused evidence related to behavioural engagement (i.e., work with ChatGPT) and disengagement (i.e., academic dishonesty). The evidence related to the emotional aspect is mixed, with instances of both engagement (e.g., satisfaction and interest/fun) and disengagement (e.g., disappointment and worry/anxiety). There is broad but weak evidence regarding cognitive engagement (e.g., increased understanding and positive self-perception) and disengagement (e.g., reduced critical thinking and overreliance). Our review uncovers several under-explored indicators of student engagement, pointing to the need for further research. Specifically, future studies could focus on students' study habits and attendance (behavioural engagement), social interaction (emotional engagement), and self-regulation and critical thinking (cognitive engagement) in ChatGPT-supported learning environments. • This review synthesises 72 studies on ChatGPT's influence on student engagement. • The findings indicate both engagement and disengagement in ChatGPT-supported learning. • Further research could focus on those understudied areas, such as students' study habits. • We call for extended studies and objective measures for more robust evidence. [ABSTRACT FROM AUTHOR]

Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees' language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees' learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including "epic meaning and calling," "development and accomplishment," "empowerment of creativity and feedback," "ownership and possession," "social influence and relatedness," "scarcity and impatience," "unpredictability and curiosity," and "loss and avoidance." This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners' engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance. • A game-based Japanese learning system (GJLS) based on Octalysis gamification framework is proposed. • The GJLS could significantly enhance learning behavior and learning performance. • The GJLS could significantly enhance learning motivation and immersion experience. • Both positive and negative game learning functions are positively correlated with learning performance. • This study broadens the research horizon of game-based language learning. [ABSTRACT FROM AUTHOR]

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. • Student responsiveness to instructional innovation impacts student engagement with OLSs in HE. • Students' personal technological innovativeness affects all student engagement dimensions. • Instructional innovation promotes students' personal technological innovativeness in HE. • Educational innovation requires all HE stakeholders to co-create curricula and content. [ABSTRACT FROM AUTHOR]

The present study aims to investigate whether the transformational leadership practices of school principals support teachers in using digital technologies in a way that fosters students' engagement in cognitively demanding learning activities in class. To this end, teachers' positive beliefs about digital technology, their technical skills, the digital school infrastructure, and teachers' skills in teaching with digital technologies were investigated as relevant mediators of the relationship between transformational leadership and technology integration. Based on a survey of 2247 upper secondary education teachers in Switzerland, multilevel correlation and structural equation modeling analysis indicated that transformational leadership had a significant and positive impact on the digital school infrastructure, teachers' positive beliefs about digital technology, their technical skills, and their skills in teaching with digital technologies. In turn, all of these factors, except the digital school infrastructure, significantly and positively predicted higher levels of technology integration. These findings position principals' transformational leadership approaches as crucial in supporting teachers as key players in technology integration in the classroom. • Transformational leadership supports teachers to integrate technology in class. • Enablers of the "will, skill, tool, pedagogy" model are significant mediators. • Teachers′ beliefs and skills promote technology integration. • Tool-related factors are of marginal importance for technology integration. [ABSTRACT FROM AUTHOR]

Technology Enhanced Learning (TEL) has become a common feature of Higher Education. However, research has been hindered by a lack of differentiation between usage and engagement and not recognising the heterogeneity of TEL applications. The current study aimed to assess the impact of emotional, cognitive and behavioural engagement with TEL on students' grades and to also look at how motivation levels differentially predict engagement across different types of TEL. In a sample of 524 undergraduate students, we measured engagement and usage of TEL, student learning motivations and self-report student grades. Our results indicate that intrinsic motivations predict engagement, whilst extrinsic motivations predict usage. Importantly, engagement was predictive of grades whereas usage was not. Furthermore, when TEL was broken down by type, the use of social media groups was a significant predictor of grade, whereas reviewing lecture slides/recordings, reading additional content and using course blogs/discussion boards were not. We conclude that a sole focus on usage of TEL is misleading. Implications for researchers and educators are discussed. • Engagement with, rather than usage of, TEL predicted academic achievement. • Intrinsically motivated students were more likely to engage with TEL. • In terms of specific technologies, student-created social media activity was most predictive of grades. [ABSTRACT FROM AUTHOR]

Abstract Although there continue to be many efforts to increase STEM interest in the younger audience, shortages in the STEM fields continue to exist. In order to combat this shortage, this study sought to implement supplementary hands-on, problem-based learning into the classroom to positively influence teenagers' attitudes regarding STEM and IT through an industry outreach partnership. This study was seeking the implications on students' career readiness skills as well as gauging career interest towards STEM fields. The study also examined STEM and IT from the educator side to see if educators, with no technology endorsements, had the time and ability to correctly implement the activities. These two items have large implications for future supplementary STEM-IT implementations in the classroom from both the student and educator perspectives. In order to fully capture these two diverse viewpoints, 645 students and their educators were surveyed in a pre-posttest format. One of the most noteworthy findings was the students lack of knowledge regarding IT, including what the acronym meant, technical skills needed and career expectations. Educators also reported an increase in knowledge and appreciation of the real-world, hands-on curricular activities. Again, these results indicate significant finds which could have an impact on implementing supplementary STEM-IT curricula in the middle grades. Highlights • Industry outreach partnerships are highly impactful on scaffolding student interest. • Non-technical educators can incorporate technical curricula. • Hands-on, problem-based STEM activities can improve career readiness skills. • Integrating more STEM hands-on activities increases student engagement. [ABSTRACT FROM AUTHOR]

Abstract The purpose of the present study was to investigate the reflections of gamification activities that are used as a formative assessment tool based on academic achievement and student engagement in learning environments. It was also aimed to investigate whether the utilization of the gamification tool led to a difference in academic achievement and student engagement. Three research groups were determined; two experimental groups where 7E instructional model gamified with Kahoot and Quizizz was implemented and a control group where conventional 7E instruction method was implemented. The groups were determined by random assignment of 97 pre-service teachers who took scientific research methods course in the 2017–2018 academic year spring semester. However, since only 71 of the assigned pre-service teachers voluntarily participated in the study, the study data included 71 pre-service teachers. At the beginning and the end of the six-week-long instruction activities, the academic achievement test and student engagement scale on the content instructed in the six-week-long scientific research methods course were applied. Furthermore, in-depth views of pre-service teachers were obtained with focus group interviews. Therefore, the study was conducted with mixed design principles. The study findings demonstrated that the scientific research methods academic achievement x student engagement × group interaction model (Wilks's lambda =.819, F [2, 66] = 7.301, p < 0.05) was significant. The activities gamified with Kahoot application, albeit statistically insignificant, had a more positive impact on academic achievement and student engagement when compared to the other groups. On the other hand, it was observed that the positive impact of the activities gamified with Quizizz application was lower than that of the instruction method utilized in the control group both based on academic achievement (Δx̄ pretest -posttestquizizz = 38.116, Δx̄ pretest-posttestcontrol = 38.776) and student engagement (Δx̄ pretest-posttestquizizz = 12.176, Δx̄ pretest-posttestcontrol = 14.218). Opposed to quantitative findings, pre-service teachers expressed views about the problems they experienced under the sub themes of motivation, reinforcement, entertainment, competition sub-themes in gamification activities and stated that they were generally positive about the activities and experienced problems related to the infrastructure and the tool. Highlights • We examined effect gamified quizzes on academic achievement and student engagement. • Gamification affected academic achievement and student engagement. • Educational activities with Quizizz were less effective than with Kahoot. • Students came to class prepared since they knew pre-quizzes motivated for course. [ABSTRACT FROM AUTHOR]

Abstract This study investigated the relationships among teachers' motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. More importantly, teachers' online learning behaviors were collected and used as indicates of learning engagement. 520 teachers involved in a training program were surveyed. The results of regression analyses showed that teachers' perceived task value positively predicted their online learning engagement. Moreover, teachers' motivational regulation played a partial mediating role in the predicting power of perceived task value to learning engagement. In addition, the first half of the mediating path among perceived task value, motivational regulation, and learning engagement was moderated by teachers' self-efficacy. The moderating effect on motivational regulation was higher for teachers with a high sense of self-efficacy than those with a low sense of self-efficacy. Therefore, it was suggested to assign learning tasks that meet the needs of teachers and pay attention to the cultivation of teachers' self-efficacy beliefs to increase their learning engagement in online professional learning communities. The limitations and the future research directions were discussed. Highlights • Teachers' learning engagement was measured by online learning behaviors. • Teachers' perceived task value was positively related to their online learning engagement. • The relationship between perceived task value and online learning engagement was mediated by motivational regulation. • The mediating effect of motivational regulation was moderated by perceived self-efficacy. [ABSTRACT FROM AUTHOR]

Abstract Flipped classroom (FC) is an active learning design requiring students to complete assigned pre-class learning activities in preparation for face-to-face sessions. Students' timely, regular, and productive engagement with the pre-class activities is considered critical for the success of the overall FC design, as these activities serve to prepare students for effective participation in face-to-face sessions. However, there is limited empirical evidence on the strength of association between students' regularity of engagement with the pre-class activities and their learning performance in a FC course. Hence, the current study uses learning trace data from three consecutive offerings of a FC course to examine students' regularity of pre-class learning activities and its association with the students' course performance. In particular, the study derives several indicators of regularity from the trace data, including indicators related to time management and those reflecting regularity in the pattern of engagement with pre-class learning activities. The association with course performance is examined by building predictive regression models with the defined indicators as features. To examine the relevance of incorporating the specificities of the instructional design in predictive models, we designed and compared two kinds of indicators: generic (i.e. course-design-agnostic) and course-design-specific indicators. The study identified several indicators of regularity of pre-class activities as significant predictors of course performance. It also demonstrated that predictive models with only generic indicators were able to explain only a small portion of the overall variability in the students' course performance, and were significantly outperformed by models that incorporated coursespecific indicators. Finally, the study findings point to the importance of assisting students in regulating their use of learning resources during class preparation activities in a FC. Highlights • Study on regular engagement with pre-class activities and course performance in FC. • Regularity indicators derived from learning traces of 3 offerings of a FC course. • Indicators of time management and regularity of resource use proved significant. • Predictive models should incorporate course-design-specific indicators. • Students need support to effectively use learning resources in pre-class activities. [ABSTRACT FROM AUTHOR]

Abstract Different variables related to information and communication technologies (ICT), such as digital self-efficacy for teaching, perceived institutional support for innovation, ICT positive emotions, and satisfaction with institutional support, are key factors in the teaching-learning process. The main purpose of this study is to analyze the structural relationships of these constructs with teachers' autonomous motivation and work engagement. Data were collected from 350 in-service secondary education teachers through a self-report questionnaire and were analyzed using a two-step Structural Equation Model (SEM) approach. After testing the adequacy of the measurement model, the structural model showed that all ICT-related variables significantly predicted autonomous motivation, with 26% of explained variance. ICT-related variables and autonomous motivation explained 69% of the variance of work engagement. Emotional variables also were predicted by digital self-efficacy and institutional support. Autonomous motivation and emotional variables mediated the effects of digital self-efficacy and support for innovation on work engagement. These results shed light on the critical role of these ICT-related variables for teachers' work motivation and engagement. Graphical abstract Image 1 Highlights • We analyzed ICT-related self-efficacy, support for innovation, and emotions among teachers. • Self-efficacy and support predicted ICT positive emotions and satisfaction with support. • All these variables positively predicted autonomous motivation and work engagement. • Emotions and motivation also mediated the relations of efficacy and support on engagement. [ABSTRACT FROM AUTHOR]

Abstract Fully online and hybrid or blended courses that integrate Information and Communication Technologies (ICT) and complement traditional classroom practice are on the rise nowadays in the field of language teaching. The aim of these courses is to offer flexible learning formats for learners of all ages in the way of tailor-made instruction which can adapt to their needs and expectations. They seem to be suited to diverse educational and social needs and provide, as well as demand, active engagement. There is a large body of research regarding computer supported education, though few studies have compared adult students' attitudes towards ICT in different kinds of courses. Our goal in this study is to analyse and compare adult students' attitudes towards ICT in three different formal learning settings: classroom face-to-face (N = 184), blended (N = 243) and distance (N = 200) language learning modes. We measure and compare the students' self-perceived confidence in digital competence, the ICT impact on their learning and their perception of the learning potential of ICT. Data were collected through a stratified random sample taking the students' learning mode into account and were subjected to descriptive and inferential analyses via SPSS 23.0 software. Results confirm a relationship between students' age, occupation and technology use in general, and between technology use and increased self-perceived confidence in digital competence in the distance language learning mode in particular. On the whole, students acknowledge the beneficial effect or impact of ICT on their learning and expect their learning to be of high value in the future. Highlights • A relationship between students' age, gender, occupation and technology use. • A relationship between technology use and students' computer self-efficacy in the distance learning mode. • Higher computer self-efficacy does not necessarily entail higher motivation in distance learning. [ABSTRACT FROM AUTHOR]

Abstract Finding a solution to the problem of student retention is an often-required task across Higher Education. Most often managers and academics alike rely on intuition and experience to identify the potential risk students and factors. This paper examines the literature surrounding current methods and measures in use in Learning Analytics. We find that while tools are available, they do not focus on earliest possible identification of struggling students. Our work defines a new descriptive statistic for student attendance and applies modern machine learning tools and techniques to create a predictive model. We demonstrate how students can be identified as early as week 3 (of the Fall semester) with approximately 97% accuracy. We, furthermore, situate this result within an appropriate pedagogical context to support its use as part of a more comprehensive student support mechanism. Highlights • Utilizing machine learning techniques, it is possible to identify possible failing students at week 4 of the Fall semester. • The accuracy of these identifications are as high as 97.2% (pass-fail) or 88.0% (exact failure mode match). • These findings have been replicated across seen and unseen data from Bangor University. [ABSTRACT FROM AUTHOR]

Abstract The purpose of this case study was to explore how the embodiment of graduate students in robotic surrogates was related to their engagement in a class with other robotically and non-robotically embodied classmates. Using a mixed methods design, we collected survey and in-class observational data on the students' perceptions of their robotic bodies and their engagement in the course. Applying linear models and thematic analysis, we sought to identify prevailing patterns of students' use their robotic bodies to engage in their learning. Our findings suggest that nonverbal communication with one's robotic body is a dominant form of interaction and engagement in synchronous learning contexts and multiple contextual factors affect robotic students' engagement. Specifically, the capabilities of the robotic surrogate and the student's perceptions of the surrogate as an extension of their own body may influence their engagement in educational contexts. Patterns of robotic and nonverbal behaviors may also vary with instructional context and social learning. For robotically telepresent students, embodiment becomes a central factor to their engagement and should be included in theories of engagement in technology-mediated contexts that involve surrogate bodies. Highlights • Robotic student engagement varies based on instructional strategies and social norms. • Robotic student engagement differs from self-perceptions. • Students learn to use robotic bodies through modeling. • Robot body may be seen as extension of one's physical body. [ABSTRACT FROM AUTHOR]

Abstract Although game-based learning brings new opportunities for effective learning, some challenges still exist, such as how to help students regulate their efforts and strategies for a given goal. To this end, this study developed a game-based negotiation mechanism, and further investigated its influences on student learning in terms of performance and behaviors during the learning process. The findings revealed that the negotiation mechanism improved learning performance and fostered a better regulation. Some implications and design issues for game-based learning were also discussed. Highlights • Negotiation mechanism is used to enhance game-based learning. • Negotiation mechanism can foster co-regulation between students and systems. • Negotiation mechanism can enhance students' performance and goal-setting. • Negotiation mechanism can foster students' regulation behaviors. [ABSTRACT FROM AUTHOR]

Abstract In an investigation with 133 undergraduate students, we measured affective, cognitive, behavioral engagement, and self-regulation with a pre-survey, a post-survey, and in the moment of studying using experience-sampling methodology (ESM). We compared within these self-report techniques and also between self-reports and objective measures afforded by ESM. We found similar patterns that differed in detail. Furthermore, the ESM surveys allowed for a more fine-grained exploration of engagement related to studying behavior. Importantly, we compared fixed sampling and event-based sampling and found that the latter significantly improved sampling accuracy. Finally, we posit that a new and useful way to assess student self-regulation is the relationship between when students predict that they will study and when students report actual studying in the moment using ESM, which we call implementation rate. We were able to capture and examine all three dimensions of engagement (behavioral, cognitive and affective engagement) and self-regulation in authentic settings and in the same study, allowing us to examine the relationships among these variables exactly when learning occurs, which has several theoretical and practical implications. Highlights • Experience-sampling method collects data in the moment and the context of learning. • ESM and traditional self-reports had similar patterns but differed in details. • Event-based sampling outperformed fixed sampling in sampling accuracy. • ESM-Mobile collects data about behavioral, cognitive, and affective engagement. • Implementation rates are new forms of evidence for self-regulation of learning. [ABSTRACT FROM AUTHOR]

Abstract Over the recent years, the communication and collaboration based on online applications has been ubiquitous, being used in teaching, learning and research. In this context, the present study analyses the attitudes and perceptions of the teaching staff and researchers from several higher education institutions in Romania with respect to online collaboration and communication applications, and the impact these applications have on their work (teaching and research). The findings have revealed that the email is still the main communication and collaboration application in both teaching and research, but other, newer applications are not far behind. The extent to which these applications are accepted and used seem to depend directly on personal variables, the most significant ones being the technology anxiety and self-efficacy. The relationship between personality traits and the use of online communication and collaboration applications in the professional academic life has been shown to be mediated by work engagement, which enhances the teachers' personal resources, enhancing their levels of achievement. The findings have also demonstrated that the use of online communication and collaboration applications is part of the factors predicting the teachers' and researchers' success in academic life. Highlights • assessing the usage of online collaboration and communication applications in academic environment. • The email is still the main communication and collaboration application, but other applications are not far behind. • Personality traits and the use of online communication and collaboration applications is mediated by work engagement. • The use of online communication and collaboration applications is part of the factors predicting the academic success. [ABSTRACT FROM AUTHOR]

Abstract In this paper we report on our evaluation of the impact of a flipped classroom approach on the learning experience of students undertaking an undergraduate biology course. The flipped sessions comprised pre-recorded lectures, online quizzes and in-class group activities in the course design. The success of the approach was evaluated on the basis of perceptions held by the course coordinator and students on how the new course design influenced the student learning experience. Data were collected through a student questionnaire and structured interviews with the course coordinator. Overall, the students reported a high degree of satisfaction with some elements of the flipped approach. However, some activities were less well regarded, with concerns identified by the course coordinator and students. A key finding was that elements from the model for student learning design presented in this article were correlated with student confidence, motivation and engagement. It was concluded that refinements of components of the flipped design, such as the pre-recorded lectures and the structure of the in-class sessions, may further enhance the student learning experience in this course. Highlights • Students benefit from the flipped classroom experience when learning designs are planned and effectively aligned. • The design influences the level of student satisfaction and the extent of engagement in in-class activities. • Student satisfaction with their learning experience is associated with student motivation, confidence and engagement. • Identifying specific aspects of the learning experience for improvement gives course coordinators a practical focus. [ABSTRACT FROM AUTHOR]

Abstract Design, rather than medium, ultimately predicts learning outcomes, but the game-based learning literature has had difficulty successfully linking game design decisions to learning behaviours and outcomes. The current research investigates how explicit game design strategies can promote productive negativity (i.e. learning from failure), which has been identified as an important mechanism in both gaming and learning. We performed a randomized controlled trial with undergraduate biology students to investigate how game design might facilitate misconception resolution about random molecular behaviour through productive negativity. Students engaged with either a computer-based interactive simulation (n = 20) or serious game (n = 20) for 30 min, while their computer screens were recorded and click-stream data collected. We described in detail the theoretical framework underpinning our serious game and simulation using the Activity Theory Model of Serious Games (ATMSG); qualitatively coded and analysed video recordings of gameplay; and visually overlaid this data with the ATMSG models to draw conclusions about how game-design decisions influence learning-related behaviours. We found that the serious game resulted in significantly more productively negative experiences, while the interactive simulation allowed for greater exploratory or experimental behaviours. Based on our analyses of the qualitative gameplay data, we were able to recommend three game design strategies to enhance the occurrence of desired game-flow loops (e.g. productive negativity) with respect to an ATMSG framework: 1) including additional game mechanics on the primary game-flow axis of the ATMSG framework (i.e. mandatory interactions) limits the exploratory nature of the application; 2) integrating two or more primary-axis mechanics in a game-flow loop increases the frequency of interaction with this loop; and 3) gameplay loops that involve mechanics that fall off the primary-axis (i.e. non-mandatory mechanics) occur less frequently than those which involve primary-axis (i.e. mandatory) mechanics. This study is one of the first to successfully make direct comparisons between students' interactions in a game and a non-game application to provide concrete and actionable serious game design recommendations. Graphical abstract Image 1 Highlights • Biology students hold many misconceptions about random molecular environments. • Game design may help resolve misconceptions by promoting productive negativity. • We investigated the value-added effect of game design in a randomized trial. • The game enhanced productive negativity and limited exploratory interactions. • The importance of thoroughly describing intervention designs is highlighted. [ABSTRACT FROM AUTHOR]

Abstract Previous research has found that early engagement in MOOCs (e.g., watching lectures, contributing to discussion forums, and submitting assignments) can be used to predict course completion and course grade, which may help instructors and administrators to identify at-risk participants and to target interventions. However, most of these analyses have only focused on the average relationships between engagement and achievement, which may mask important heterogeneity among participant subgroups in MOOCs. This study examines how the relationship between engagement and achievement may vary across the four common behaviorally identified participant subgroups ("disengagers," "auditors," "quiz-takers," and "all-rounders") in three MOOC courses offered on the Coursera platform. For each of these subgroups, we used measures of behavioral and cognitive engagement from the first half of the ten-week courses to predict two outcomes: course grade and overall lecture coverage. Results indicate that the same engagement measure may be oppositely associated with achievement for different subgroups and that some engagement measures predict achievement for one subgroup but not another. These findings provide insight into both the benefits and the complexity of studying patterns of engagement from behavioral data and provide suggestions on the improvement of identification of at-risk participants in MOOCs. Highlights • Four participant subgroups in three MOOC courses were examined. • Behavioral and cognitive engagement in these courses was measured. • Engagement differentially predicted achievement for these participant subgroups. • These nuanced results could help the identification of at-risk participants in MOOCs. [ABSTRACT FROM AUTHOR]

Virtual humans are often integrated into novel multimedia learning environments. However, little is known about learner's perceptions of the agents or the relationship between the perceptions and learning. In this study, the authors revise the Agent Persona Instrument, a measurement tool designed to examine how learners perceive pedagogical agents. The factor structure of the revised instrument was evaluated with confirmatory factor analysis. Next, k-means clustering was used to examine how participants' ratings on the instrument cluster into groups based on their perceptions of the virtual human. After describing the qualities of the clusters within the data, linear regression was used to examine to what extent the cluster membership influenced participant's scores on a transfer test of learning. The results indicated that cluster membership only explained a small amount of variance in transfer test scores. This study provides a revised instrument for measuring pedagogical agent persona. It implemented a novel method for investigating perceptions of pedagogical agents using k-means clustering which was able to identify two unique groups of participants based on their perceptions of the agent. Finally, it presents empirical results indicating that learner's perceptions of the agent had a small influence on their learning outcome scores. [ABSTRACT FROM AUTHOR]

The use of Facebook among university students is a controversial issue in the literature as studies point to both positive and negative impacts of this social networking platform. However, little is known about how students’ personal Facebook use may relate to specific domains of academic engagement. In this study, the association of Facebook intensity dimensions (i.e., persistence, boredom, overuse and self-expression) with domains of academic engagement (i.e., agentic, behavioural, cognitive and emotional engagement) was assessed among 700 Filipino undergraduate students (n female  = 402 female and n male  = 298 male; M age  = 19.80, SD age  = 4.26). The results of hierarchical regression analyses showed that self-expression positively predicted agentic engagement even after controlling for relevant demographic covariates such as age, gender and year level. Boredom positively predicted behavioural engagement, while overuse negatively predicted behavioural engagement. The results provide interesting insights into the adaptive and maladaptive aspects of Facebook involvement in the academic context. [ABSTRACT FROM AUTHOR]

Building stronger structures that encourage deeper levels of learner engagement and retention in Massive Open Online Courses (MOOCs) is of significant interest to teachers of Vocational Education and Training (VET). Previous literature on MOOCs is predominately occupied with university sector developments and alternative educational contexts such as VET are neglected. This systematic review of literature from 2013 to 2017 evaluated learner engagement and retention in university MOOCs and VET online courses to identify functional approaches that could be implemented into VET MOOCs. Ten databases were searched, eliciting 1950 papers, which were then screened. Data from 30 university MOOCs and 8 VET online delivery articles that met the inclusion and quality assurance criteria were analysed. Four key themes and eleven component categories emerged repeatedly across the literature. Analysis revealed six functional approaches relevant to VET MOOCs. The findings suggested that coupling these functional approaches into VET MOOCs can improve learner retention and promote engagement. The implications for practice and further research are presented. [ABSTRACT FROM AUTHOR]

Digital technology has brought new opportunities for language education. Multimodal literacy refers to the ability to read, watch, understand, respond to, and generate multimodal texts. Multimodality, promoted by scholars, generates meaning in multiple modes. Hence, digital storytelling (DST) presented with multimodal content has been extensively applied in second language instruction. However, traditional DST is mostly presented in videos with one-way communication; it lacks two-way communication with the audience and is only regarded as a learning method for knowledge acquisition. As a result, the present study proposed a robot-based DST (robot-DST) approach to facilitate the interaction in the DST process and to enhance students' engagement. In order to evaluate its effectiveness, a quasi-experiment was conducted in an EFL course at a senior high school. Two classes of 11th graders participated in the experiment. One class with 40 students was the experimental group adopting the robot-DST approach, while the other class with 40 students was the control group adopting the conventional animation-based DST (CA-DST) approach. The results showed that the robot-DST approach could significantly reduce students' communication apprehension, as well as enhance their English speaking ability, storytelling ability, narrative engagement, and communication tendency. The findings show that using robots in the context of digital storytelling design has great potential for promoting learners' language learning performances. Accordingly, in-depth discussion and suggestions for future research are provided for researchers and school teachers who intend to use robots in educational settings. • A robot-based digital storytelling approach for EFL education is proposed. • The approach is proposed based on the multimodal communication framework. • An experiment was conducted at an EFL course of a secondary school. • The approach improved students' English speaking ability and storytelling ability. • The approach improved students' communication apprehension and narrative engagement. [ABSTRACT FROM AUTHOR]

Research on chatbots has distinct interdisciplinary features and can be generalized to learning in various fields. However, related research is still fragmented across disciplines and applications. This study aimed to develop a decision-guided chatbot for interdisciplinary learning. To investigate the effects of this learning model on learning achievements, learning motivation, collective efficacy, classroom engagement, satisfaction with the learning approach, and cognitive load of learners with different cognitive styles, this study was conducted in an environment education course in a junior high school in northern Taiwan. A total of 71 learners from two classes were recruited in this study; the experimental group, a class of 35 learners, adopted a decision-guided chatbot for learning, while the control group, a class of 36 learners, adopted conventional technology-assisted learning. The results showed that the experimental group significantly outperformed the control group on learning achievements, extrinsic motivation, collective efficacy, cognitive engagement, emotional engagement, and satisfaction with the learning approach. Moreover, the experimental group perceived lower mental efforts. In terms of cognitive styles, analytical learners had significantly higher learning achievements than intuitive learners. In the control group, the analytical learners had higher cognitive engagement than intuitive learners. In the experimental group, analytical learners had significantly lower mental load than intuitive learners. In addition, the analytical learners and intuitive learners in the experimental group respectively perceived higher mental load than those in the control group. • A decision-guided chatbot for interdisciplinary learning is proposed. • Interaction between the approach and cognitive styles on learning effect is probed. • The approach improved students' learning achievements and collective efficacy. • The students who learned with the approach perceived lower mental efforts. • Analytical learners with the approach had lower mental load than intuitive ones. [ABSTRACT FROM AUTHOR]

Previous research has indicated that the quantity and quality of lecturer-student interaction may enhance student engagement in online lessons, and that student engagement may promote student learning and satisfaction. However, the effectiveness of such interaction may depend upon the lecturer's leadership characteristics and technology use. Thus, the purpose of this study is to identify lecturers' charismatic leadership and technological use that enable student engagement, and ultimately, student learning and satisfaction. An online survey was used to obtain data from 659 higher education students in the United States, which were analyzed using covariance-based structural equation modeling. Lecturer charismatic leadership and technology use are each significantly related to student engagement, which predicts students' learning performance and satisfaction. Further, it was found that in the lower self-efficacy student group, lecturer charismatic leadership and technology use significantly improves students' behavioral engagement. The findings of this research emphasize the importance of lecturer and learner characteristics for effective interaction and outcomes in online lessons. • Lecturer charismatic leadership skills influence online student engagement. • Lecturer technology use skills impact upon online student engagement. • Online emotional engagement has the greater influence on student outcomes. • Online behavioral engagement of lower self-efficacy students can be improved. • Online student engagement contributes to learning performance and satisfaction. [ABSTRACT FROM AUTHOR]

There is a paucity of longitudinal studies in online learning across courses or throughout programs. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full program for 106 students. Our findings have indicated that the association between engagement and achievement varies between students and progresses differently between such groups over time. Our results showed that online engagement at any single time-point is not a consistent indicator for high achievement. It takes more than a single point of time to reliably forecast high achievement throughout the program. Longitudinal high grades, or longitudinal high levels of engagement (either separately or combined) were indicators of a stable academic trajectory in which students remained engaged —at least on average— and had a higher level of achievement. On the other hand, disengagement at any time point was consistently associated with lower achievement among low-engaged students. Improving to a higher level of engagement was associated with —at least— acceptable achievement levels and rare dropouts. Lack of improvement or "catching up" may be a more ominous sign that should be proactively addressed. • The relationship between engagement and achievement is complex, longitudinal, and heterogenous. • Only a subset of students maintained stable and consistent engagement with high academic achievement. • Students who improved after a turbulent start were able to maintain a reasonable level of achievement. • Students who disengaged or failed to improve their engagement were at the highest risk of low achievement. • A method for multi-channel sequence mining is described for studying states, transitions, and trajectories. [ABSTRACT FROM AUTHOR]

iPads, or more generally tablet computers, have received rapid and widespread uptake across higher education. Despite this, there is limited evidence of how their use affects student learning within this context. This study focuses on the use of a tablet by the instructor to support the annotation and in-class sharing of students' work to create a collaborative learning environment within a first year undergraduate subject. This paper reports the results of an empirical study looking at the effect this tablet technology has on student performance using a sample of 741 first-year accounting students. The study uses data from enrolment and attendance records, end of semester examination results and student perceptions from a survey. Results indicate that class sharing of the instructor's and students' annotation of homework through the use of a tablet is associated with an improvement in student performance on procedural or equation-based questions as well as increased student engagement. However, contrary to expectations, the introduction of in class annotations was associated with a decline in student performance on theoretical, extended response questions. The authors argue that affordances of the tablet, when used in a student-centred way, can introduce a bias towards some kinds of interactions over others. This large-scale study of in-class tablet use suggests that though the tablets may be positively associated with student engagement and satisfaction, caution must be exercised in how the use by the instructor affects the classroom environment and what students learn. These findings have particular relevance to university learning contexts with equation-centric subjects such as those in Business and STEM. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how to facilitate learners' engagement and persistence in massive open online courses (MOOCs). Specifically, this study used structural equation modeling to examine the structural relationships among academic self-efficacy, teaching presence, perceived usefulness, and perceived ease of use, learning engagement, and learning persistence in MOOCs. For the data analysis, we selected as the research subjects 306 learners who were taking MOOCs in South Korea. The results indicated that academic self-efficacy, teaching presence, and perceived usefulness had significant direct effects on learning engagement. Furthermore, teaching presence and perceived ease of use had direct effects on learning persistence. Finally, learning engagement had indirect effects on the relationships between academic self-efficacy, teaching presence, perceived usefulness, and learning persistence. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, instructors, and learning support systems. [ABSTRACT FROM AUTHOR]

We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers. [ABSTRACT FROM AUTHOR]

This is an exploratory study that examines the influence of the gamification approach on student engagement in online discussions. A gamified online discussion tool, gEchoLu, was implemented in an undergraduate level online course, which held 22 online discussions. The data was collected through gEchoLu database, survey, and individual interviews with 12 students and the teaching assistant. The triangulated results revealed that the gamification approach positively affected student engagement. Factors such as technical issues, classmates' behaviors that either promoted or impeded students from engaging in the gamified online discussions were identified. The interview with the teaching assistant (TA) further revealed the influence of the gamification approach on student engagement from an educator's perspective, and the obstacles that the TA encountered in the gamified online discussions. Lessons learned are also shared in detail. [ABSTRACT FROM AUTHOR]

Engagement is a fundamental condition for learning, which the outdated educational system is failing to sustain for the current generation of students, born in a world permeated with digital technologies. This article presents an analysis of high school students’ engagement while playing the roles of programmers and designers of educational digital games in the Community of Practice of the DEMULTS project, which aims to provide an alternative within the traditional educational system. Data collection was performed within an ethnographic approach with participant observation, questionnaires and social network interaction, and analysis was based on the constructs of Activity Theory. Four groups of students were identified with similar needs and motivations, each engaged at different levels according to the nature of the tasks, interaction with peers and educators, and personal expectations. Results reveal that, even in a supposedly fun and innovative context, the relationship between the object of the activity and the students' needs is crucial to promote engagement and learning. Identifying and taking into account students' needs and expectations is reinforced as an indispensable step in educational interventions. [ABSTRACT FROM AUTHOR]

This article presents two trial studies using the gamification approach in online discussions to increase student engagement. A gamified online discussion tool, gEchoLu, was designed and implemented. The first trial focused on examining student engagement in online discussions. The results indicated that gEchoLu had positive influences on student behavioral engagement, emotional engagement, and cognitive engagement. The second trial aimed to investigate the effect of specific game elements implemented in gEchoLu on student motivation and engagement in online discussions. Findings from the second trial suggested that badges, thumps-ups , progress bars, and avatars in gEchoLu promoted student engagement in online discussions. The limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Taking a process-orientated, social constructivist lens, we examine the case of a digital game called Words Matter. The game was designed for children with dyslexia and was informed by principles from casual games and evidence-based practice from special education. Focusing on the game play of two groups of children, we employ a systematic thematic analytic approach on videos of children's verbal and non-verbal interaction triangulated with their game logs, concentrating on the nature of student-student as well as student-tutor social interactions. Our findings show that children spontaneously engage in ‘game talk’ regarding game performance, content, actions and experiences. While this game talk facilitates a strong sense of social engagement and playfulness, it also caters to a variety of new opportunities for learning by sparking tutor and student-initiated interventions. Alongside its social theoretical lens on digital games-based learning, the paper analyses game-based social interactions in tandem with game design decisions enabling additional implications to be drawn for pedagogical practice and game design. [ABSTRACT FROM AUTHOR]

Given the newly reformed recommendations calling for students' engagement in scientific practices, we developed a learning game, entitled Anter: Ant Research Institute, for students to experiene the practices of ant scientists. The development process involved three iterations. The 1st iteration included 23 in-service science teachers (15 junior high school and 8 senior high school) to validate the game content and provide feedback to improve the game design. The 2nd iteration consisted of 103 junior high school (7th-8th grade, aged 12–14) and 95 senior high school (10th-11th grade, aged 15–17) students to evaluate the effectiveness of the game and the experiential value in gameplay. The 3rd iteration included 368 7th graders to test the behavioural learning hierarchy ("do-learn-feel") model. The testing indicated that Anter is effective for students to acquire knowledge about ants and develop skills related to conducting ant investigations. It provided students with a positive experience of value in gameplay, supporting the theorisation of the "do-learn-feel" ordering of relationships. This successful articulation of developing Anter to reliably achieve instructional goals in systematic procedures is of benefit for game-based science learning. • The design of Anter through three iterations of testing is systematically reported. • Anter is effective for students to learn knowledge about ants. • Anter is effective for students to develop the skills related to investigating ants. • Anter provided students with a positive experience of value in gameplay. • The theorisation of the "do-learn-feel" ordering of relationships was supported. [ABSTRACT FROM AUTHOR]

Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the practice-based perceptions of teachers who do teach with digital games - either playing or creating games - in their classroom. Semi-structured interviews were conducted with 43 secondary education teachers. Our findings showed that most teachers who actually use games in class perceived student engagement with a game and cognitive learning outcomes as effects of the use of games in formal teaching settings. Fewer teachers mentioned motivational effects of learning with digital games. The implications of these findings for the use of digital games in teachers’ educational practice are discussed. [ABSTRACT FROM AUTHOR]

Researchers and educators continuously remark on the importance of integrating creativity into the learning process. This study proposes a creativity approach to facilitating participatory learning for the sustained engagement of young learners based on the principle of remix practice, which consists of learning to generate online artefacts, endless hybridization and scaffolding. This study investigated students' engagement in and perceptions of the creative learning process during a two-year participatory learning program. Data collected included students’ flow perceptions during a 39-week activity, their motivation and creative self-efficacy before and after the intervention, as well as their creative products. The findings indicated that the remix-oriented approach led to a higher level of intrinsic motivation and sustained flow compared to a model-based approach, especially interest and curiosity, in this participatory learning program. The approach also helped the students to perceive a significant increase in their level of creative self-efficacy associated with strategies to generate creative ideas. The results of this study suggest that the principle of remix practice is helpful for leveraging knowledge acquisition and the creative nature of participatory learning activities to sustain student engagement in participatory learning programs. [ABSTRACT FROM AUTHOR]

Mobile devices and collaborative learning environments are common tools in education but not all collaborative learning is structured the same. This study evaluated student learning in three different collaborative learning environments, both with and without mobile technology, to assess students' engagement, critical thinking, and attitudes toward collaborative learning. The results indicate that mobile technology is associated with positive student perceptions of collaborative learning but with increased disengagement by students during class. In addition, the level of students' critical thinking was more closely associated with the tools used to construct written responses than with the collaborative learning environment style. Students constructing paragraph responses on a mobile device demonstrated significantly less critical thinking than those who used a computer keyboard or wrote responses by hand. [ABSTRACT FROM AUTHOR]

Gamification is increasingly being used as a way to increase student engagement, motivate and promote learning and facilitate the development of sustainable life skills. Findings from research carried out to date on the effectiveness of gamification in educational contexts can be summarised as cautiously optimistic. However, researchers warn that further and more nuanced research is needed. It is generally accepted that matching an individual's learning style with the appropriate form of an instructional intervention significantly impacts upon the performance of the student and his/her achievement of learning outcomes. It is also widely acknowledged that personality traits have a significant impact on academic achievement. Knowing how individual characteristics will impact on the experience of gamification will inform the effective design of gamified learning interventions and enable its effective integration into the learning environment. This research examines the impact that different learning styles and personality traits have on students'; (1) perceptions of, (2) engagement with and, (3) overall performance in a gamified learning intervention developed using a prediction market. The study evidences a range of responses to gamification based upon individual learning styles and personality traits. Findings suggest that individuals who are orientated towards active or global learning styles have a positive impression of gamification. Other results suggest that extraverted individuals like gamification, while conscientious individuals are less motivated by it. These findings have important implications for practitioners deploying gamification. The key conclusion is that, as a tool for influencing individuals and mediating learning behaviours, gamification must be investigated and deployed in a nuanced manner with due regard paid to issues such as individual learning styles and personality traits. [ABSTRACT FROM AUTHOR]

Gamification is a thriving technique that has attracted attention in higher education. Despite the increasing number of studies published in recent years, the problem is that the relationships between gamification and students' knowledge, engagement and satisfaction have not yet been theoretically and empirically explored in the same piece of research in the literature. As an added value to the literature, our study provides, for the first time, a complete conceptual framework for the implementation of a global gamification strategy in higher education, which leads to an improvement in the teaching-learning process -The 8-Pointed Higher Education Gamification Star-. This conceptual framework is concretized in a detailed gamified instructional activity -The ECOn+ Star Battles-ready to be replicated in any other higher education context that would be interested in adopting it. Furthermore, our research is supported by a quantitative analysis based on the PLS-SEM data analysis technique proposing The Higher Education Gamification Measurement Scale-HEGx+ and providing statistically significant results that shed light on the influence of gamification on students' knowledge, engagement and satisfaction. Our results conclude that gamification directly influences students' engagement and knowledge. At the same time, gamification does not directly affect students' satisfaction; it indirectly affects it through knowledge and engagement. These results are particularly relevant in a gamified instructional design in higher education where without student satisfaction, gamification and the advantages it can bring to the teaching-learning process are not sustainable in the long term. • The 8-Pointed Higher Education Gamification Star framework is formulated to better understand gamification. • The Higher Education Gamification Measurement Scale-HEGx+ is proposed and tested in Higher Education. • The ECOn + Star Battles show a successful teaching and learning gamified experience. • Empirical evidence is provided on the relationships among students' knowledge, engagement and satisfaction. • Helpful insights and recommendations are made available for academia. [ABSTRACT FROM AUTHOR]

The flipped classroom approach is aimed at improving learning outcomes by promoting learning motivation and engagement. Recommendation systems can also be used to improve learning outcomes. With the rapid development of artificial intelligence (AI) technology, various systems have been developed to facilitate student learning. Accordingly, we applied AI-enabled personalized video recommendations to stimulate students' learning motivation and engagement during a systems programming course in a flipped classroom setting. We assigned students to control and experimental groups comprising 59 and 43 college students, respectively. The students in both groups received flipped classroom instruction, but only those in the experimental group received AI-enabled personalized video recommendations. We quantitatively measured students' engagement based on their learning profiles in a learning management system. The results revealed that the AI-enabled personalized video recommendations could significantly improve the learning performance and engagement of students with a moderate motivation level. • 1. We proposed an AI-enabled personalized video recommendation in a flipped classroom. • 2. We extracted 11 features from a learning management system to measure engagement. • Use k-means to classify students into high, medium, and low motivation. • Students with moderately motivation improve their learning outcome and engagement. [ABSTRACT FROM AUTHOR]

This study developed an intergroup competition mechanism and integrated it into a multitouch platform for collaborative design-based learning (DBL) to enhance elementary school students’ engagement, learning achievement, and creativity. A total of 58 elementary school students in 2 sixth-grade classes participated in the study over a period of 9 weeks. A quasi-experiment was conducted to examine the effects of the intergroup competition mechanism. The two classes were divided into an experimental group (a class of 28 students in collaboration with intergroup competition) and a comparison group (another class of 30 students in collaboration without intergroup competition), and the students in both groups were required to carry out a tessellation design project with their partners on the multitouch platform. Statistical analyses revealed that students under the intergroup competition condition had significantly better student engagement, learning achievement, and creativity than those under the no-competition condition. The results suggest that the computerized intergroup competition mechanism is effective in enhancing student engagement, learning achievement, and creativity. On the basis of the results, considerations in relation to the intergroup competition mechanism and the enhanced cognitive processes in multitouch DBL are discussed. [ABSTRACT FROM AUTHOR]

Project management education was designed traditionally according to an expository paradigm. However, it needs to be redefined to engage students in higher order thinking and to facilitate effective learning. This study proposes a student-centered approach that is aligned with situated learning theory in virtual teams and explores its impact on student satisfaction and learning outcomes. Using a quasi-experimental design, 122 undergraduate and master's degree students enrolled in project management courses at two universities in separate locations. They were separated randomly into two groups, an experimental group in which students used the proposed student-centered approach and a control group in which students followed a more traditional course design. Data analysis indicated a higher level of satisfaction and performance with the proposed methodology. These results suggest that the presented methodology, which was based on project-based learning in an authentic context that offers opportunities for students to experience virtual teamwork, was more effective than traditional teaching approaches. Furthermore, there were some positive and significant correlations between students' satisfaction and their final marks. In this matter, the most relevant aspects to facilitate students' academic performance were (1) positive expectations of future professional development, (2) clear learning objectives that consistently relate to the content of the course, (3) positive feelings induced by teachers' support in resolving doubts, and (4) academic self-perception. The findings of this study suggest that motivational and affective states influence student learning in higher education. This is consistent with current learning theories. [ABSTRACT FROM AUTHOR]

This study focuses on three objectives. First, it investigates distinctive profiles of adolescents based on combinations of their levels of behavioral, cognitive, and emotional engagement with school. Second, it examines whether adolescents' educational development outcomes (GPA) and extent of use of utilitarian (school-oriented) and hedonic (social media and videogames) information technologies (IT) vary as a function of their school engagement profiles. Third, it probes the mediation effects of adolescents' extent of use of utilitarian and hedonic IT on the relation between the different school engagement dimensions and educational development outcomes. The sample (n = 6885) was drawn from a large nationally representative dataset that is part of a series of annual surveys of American adolescents. Latent profile analysis identified five distinctive profiles of adolescents based on the combinations of their levels of three school engagement dimensions. The results of ANCOVA analyses indicated that these profiles differ in the use of utilitarian and hedonic IT as well as GPAs. Moreover, results of structural equation modeling showed that while the extent of use of hedonic IT partially mediated the effect of school engagement dimensions on GPA, the extent of use of utilitarian IT did not. Considering the importance of adolescents' school engagement for their development and the essential role of IT in adolescents’ lives, our findings make important contributions to the literature and shed light on promising avenues for future research. [ABSTRACT FROM AUTHOR]

Compared with face-to-face instruction, online instruction in distance and hybrid education relies on the extensive use of course technology. Course technology supports multiple aspects of online instruction including objective specification, material organization, engagement facilitation, and outcome assessment. This study looks into different dimensions underlying the alignment between online instruction and course technology, and investigates the direct and indirect effects of involved constructs on student satisfaction as the outcome variable. The empirical evidence from a survey supports most research hypotheses, and suggests that instruction-technology fit is a partial mediator for online instruction and a full mediator for course technology in terms of their relationships with student satisfaction. Whereas all alignment dimensions but assessment fit are significant, engagement fit calls for closer attention than objective fit and material fit. That is, course technology has great potentials as well as a big space for improvement to facilitate the student engagement aspect of online instruction. From a learner-centered perspective, the findings offer researchers and practitioners helpful insights on how to utilize all kinds of e-learning tools for student success. [ABSTRACT FROM AUTHOR]

Teachers’ beliefs about students’ engagement in and knowledge of digital technologies will affect technologically integrated learning designs. Over the past few decades, teachers have tended to feel that students were confident and engaged users of digital technologies, but there is a growing body of research challenging this assumption. Given this disparity, it is necessary to examine students’ confidence and engagement using digital technologies to understand how differences may affect experiences in technologically integrated learning. However, the complexity of teaching and learning can make it difficult to isolate and study multiple factors and their effects. This paper proposes the use of data mining techniques to examine unique patterns among key factors of students’ technology use and experiences related to learning, as a way to inform teachers’ practice and learning design. To do this, association rules mining and fuzzy representations are used to analyze a large student questionnaire dataset ( N = 8817). Results reveal substantially different patterns among school engagement and computer-efficacy factors between students with positive and negative engagement with digital technologies. Findings suggest implications for learning design and how teachers may attend to different experiences in technologically integrated learning and future research in this area. [ABSTRACT FROM AUTHOR]

We report the results of a systematic review of learners' experiences and perspectives in massive open online courses (MOOCs). This systematic review includes 51 articles published between 2008 and 2021 that appeared in top educational technology journals. Each article provides insight into the MOOC learner experience, and our analysis identified three themes: motivation, course engagement, and satisfaction and achievement. Our study identifies three implications for MOOC course design – clear course structure, engagement among learners, and learner-centered. Understanding the differences in learner motivations to enroll in a course necessitates careful consideration of learner experiences within MOOCs. This systematic review provides valuable insight into how learners' experiences are captured and used to influence course design and evaluation. • MOOC learners' diverse intentions and motivations for enrollment influence their experiences within the course. • Researchers should emphasize learner intentions and behaviors instead of overall MOOC completion rates. • Motivation, course engagement, satisfaction, and achievement provide a lens for understanding MOOC learner experiences. • Utilizing learner-centered design supports the needs and intentions of MOOC learners and improves learners' experiences. • Clear course structure and fostering engagement among learners improves learners' experiences. [ABSTRACT FROM AUTHOR]

The online learning literature converges to suggest that a "humanized" learning experience is critical to student engagement, where student agency, instructor presence, and peer presence have been nominated across a number of studies as key elements of a humanized online learning experience. Despite theoretical support, description of specific implementation techniques used by instructors to enhance these elements is limited. Based on an extensive review of the literature, this study developed a coding scheme of humanization practices and conducted content analysis of 244 excerpts of teaching practices from 17 online courses that demonstrated high levels of humanized instruction out of 100 randomly selected online courses at a large community college. The results reveal eight techniques that instructors used to humanize their online courses. These techniques indicate that to offer students a humanized learning experience, it is critical for instructors to make consistent and regular efforts throughout the course, promote social and academic presence in an integrated way, and proactively guide student social-emotional communication. These techniques, along with the concrete examples, lay a groundwork for future research about the relationship between humanization techniques and student outcomes in virtual environments and provide actionable guidance on how to humanize an online course. • Eight techniques of how to humanize online courses are identified. • Online instructors made consistent efforts to address students' evolving needs. • Online instructors integrated social and academic presence to optimize learning. • Online instructors promoted and guided peer-to-peer social-emotional communication. [ABSTRACT FROM AUTHOR]

The introduction of artificial intelligence (AI) as a subject in K-12 education is a new and important global strategic initiative, but there is a serious lack of studies in relation to this initiative that address inclusion and diversity of education. Self-determination theory (SDT) can explain student engagement from the needs satisfaction perspective. Therefore, this project aimed to investigate how SDT-based needs support by teachers and student attributes (gender and achievement level) affect AI learning at secondary school level. It adopted a two-study design, with each study using a 2 × 2 between-subjects factorial design with student needs support from teachers as one factor and one of the student attributes as the other: gender in Study 1 and achievement level in Study 2. In both studies, there were two groups – SDT-based (teacher needs support) and control (without). The analyses revealed that in the SDT-based program, (1) the students had a more positive perception of AI learning and felt that their needs were satisfied, and (2) there were non-significant differences in AI learning between boys and girls and between high and low achievers. The findings suggest that a focus on needs satisfaction could engage boys and girls, and high and low achievers in AI learning. As they become more engaged, they are likely to gain more confidence, feel that the content is more relevant, and become intrinsically motivated to pursue further AI learning. • A high-quality Artificial Intelligence (AI) school education should be designed in a fair and inclusive manner. • AI K–12 education is a new global strategic initiative, but lack of relevant studies. • This study used self-determination theory to develop a teacher need support as intervention. • The support catered to the needs of students with different genders and achievement levels. • All the students gained more confidence and became intrinsically motivated to pursue further AI learning. [ABSTRACT FROM AUTHOR]

It can be challenging for teachers to engage students online; to know whether students are engaged or not. Online engagement can be perceived differently than in-class engagement. Research has shown that teacher perceptions of student engagement affect how they interact with students as well as students' grades. It is critical to understand how teachers perceive engagement, not least in an online setting, to inform practices and research. This study explores Swedish teachers' understanding of student online engagement and disengagement. A Mixed Method Grounded Theory study was designed as an intervention with an interview-diary-interview format. Twenty interviews with teachers (n = 10) who regularly teach hybrid, remote or distance classes in K-12 education were analysed using descriptive statistics and content analysis. The results show that teachers express understanding at the macro and micro level of engagement and would report different combinations of engagement and disengagement at different levels of engagement. The results informed an engagement model with a complex construct without inherent boundaries; teachers rated student engagement both below and above the suggested scale. The contribution to theory with included models is discussed. • A model reflecting teacher understanding of student online engagement is presented. • Micro level engagement reveals complex combinations of engagement and disengagement. • Engagement lacks inherent boundaries; teachers rated student engagement both below and above the suggested scale. • Several instances of engagement and disengagement co-occur. • The active engagement and disengagement are influenced within and between dimensions and by context. [ABSTRACT FROM AUTHOR]