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The pandemic led to an increase of online teaching tools use. One such tool, which might have helped students to stay engaged despite the distance, is gamification. However, gamification is often criticized due to a novelty effect. Yet, others state novelty is a natural part of gamification. Therefore, we investigated whether gamification novelty effect brings incremental value in comparison to other novelties in a course. We created achievement- and socialization-based gamification connected to coursework and practice test. We then measured students' behavioral engagement and performance in a quasi-experiment. On the one hand, results show ICT students engaged and performed moderately better in a gamified condition than in control over time. On the other hand, BA course results show no difference between gamified and practice test condition and their novelty effect. We conclude an external gamification system yields better results than a classical design but does not exceed practice tests effect. Copyright © 2023 Kratochvil, Vaculik and Macak.
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Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.
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This study explores the dissemination potential of a COVID-19 message embedded in a sponsored social media post. The moderating role of prior parasocial interaction and influencer-brand fit were considered. 365 respondents participated in the study. A 3 (control, congruent, incongruent brand) x 2 (control, COVID-19 message) between-subject online experiment was designed and executed. Data were analyzed using a mediated moderation model. Results indicated that the three-way interaction of the COVID-19 message, brand presence and prior parasocial interaction affected the perceived influencer credibility, attitudes towards the social media post, and the behavioral engagement with the post. When the COVID-19 message was included in the post, increased prior parasocial interaction intensified the positive effect of influencer-brand fit on influencer credibility, which in turn resulted in a more positive attitude towards the post, and a higher behavioral engagement. Theoretical and practical implications were discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Aim/Purpose The goal of this study was twofold: first, to examine how learners’ behavioral engagement types affect their final grades in an online programming course;and second, to explore which factors most strongly affect student performance in an online programming course and their connection to the types of cognitive en-gagement. Background During the COVID-19 pandemic situation, information technology educational methods and teaching have been transforming rapidly into online or blended. In this situation, students learn course content through digital learning manage-ment systems (LMSs), and the behavioral data derived from students’ interac-tions with these digital systems is important for instructors and researchers. However, LMSs have some limitations. For computer science students, the tradi-tional learning management system is not enough because the coding behavior cannot be analyzed. Through the OpenEdu platform, we collected log data from 217 undergraduates enrolled in a Python programming course offered by Feng Chia University in Taiwan in the spring semester of 2021. Methodology We applied the evaluation framework of learning behavioral engagement con-ducted on a massive open online course (MOOC) platform and integrated it with the partial least squares structural equation modeling (PLS-SEM) approach. PLS-SEM is widely used in academic research and is appropriate for causal models and small sample sizes. Therefore, this kind of analysis is consistent with the purpose of our study. Contribution In today’s fast-paced world of information technology, online learning is be-coming an important form of learning around the world. Especially in com-puter science, programming courses teach many skills, such as problem-solving, teamwork, and creative thinking. Our study contributes to the understanding of how behavioral engagements in distance programming learning affect student achievement directly and through cognitive engagement. The results can serve as a reference for practitioners of distance programming education. Findings Our results demonstrate that: (1) online time and video-watching constructs had significant effects on the self-assessment construct, self-assessment and video-watching constructs had significant effects on the final grade construct, and online document reading was not a significant factor in both self-assessments and final grades;(2) video watching had a most significant effect than other be-havioral constructs in an online programming course;(3) cognitive engagement types are inextricably linked to the development of a behavioral engagement framework for online programming learning. The mediation analysis and the im-portance-performance map analysis supported the importance of cognitive en-gagement. Recommendations for Practitioners (1) Online education platform developers and university policymakers should pay close attention to the development of self-assessment systems and design such systems based on students’ cognitive skills. (2) Instructors are advised to put substantial effort into the creation of videos for each course session and to actively promote students’ interest in the course material. Recommendations for Researchers The empirical results reported in this study allow a better understanding of the connection between behavioral engagement and final achievement. However, there are still great challenges in trying to explore more kinds of engagement, like emotional or social engagement. It would be interesting to deepen the re-sults obtained by integrating programming behavior like debugging and testing. Impact on Society Online programming courses allow students to improve their coding skills and computer science background. Students’ behavioral engagement strongly affects their academic achievement, their ability to complete a course successfully, and the quality of the learning process. Our work can encourage more people who are different majors in society to learn coding in an online environment even not only computer science students. Moreover, the fin ings of this study can be rec-ommendations for understanding students’ learning behavior and the develop-ment of distance programming learning. Future Research We suggest for future studies: (1) include a wider range of participants, such as students enrolled in MOOCs environments;(2) include more log data items that can express various students’ behavior, depending on the reliability and validity of the research model;and (3) conduct more detailed studies of the effects of emotional engagement as well as additional aspects of students’ social engage-ment to elucidate the factors affecting students’ behavioral participation and performance more thoroughly © 2022, Journal of Information Technology Education: Research.All Rights Reserved.
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In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students' psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students' engagement and academic performance is particularly visible in the online educational environment.
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Purpose>Despite wide acknowledgment in research of the benefits of customer engagement to firms, the customer engagement process and how it leads to positive marketing outcomes remains underexplored. Extending existing research, this paper aims to develop and test a conceptual model that outlines the effect of passive and active customer behavioral engagement on customer loyalty and the role of customer involvement in the process, as both an antecedent and a moderator.Design/methodology/approach>Data collected from 362 millennials in Johannesburg, South Africa through a scenario-based experiment was submitted to a partial least square structural equation modeling and moderated-mediation analyses after examining the manipulation effectiveness of the experimental scenarios. The unit of analyses is hotel patrons.Findings>The findings include customer involvement is a significant predictor of passive and active customer behavioral engagement both of which consequently influence customer loyalty;customer involvement moderates the effect of passive engagement on active engagement;and not only is passive engagement indirectly related to customer loyalty through active engagement, the indirect relationship is the strongest at the highest level of customer involvement.Research limitations/implications>The current study provides notable insights into the relationship between customer involvement, customer behavioral engagement and customer loyalty. However, there is need for further studies to validate our model across different brand categories and different social media platforms as well as in offline settings with a more diverse sample because the scope of this study is limited to millennials that use Facebook brand communities.Originality/value>This study contributes to the customer engagement literature by rationalizing and demonstrating the importance of customer involvement as a precursor of the behavioral engagement process (comprising the passive and the active components) and loyalty among hotel patrons.
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The purpose of this qualitative descriptive study was to determine how teachers in urban middle schools describe the influence of cognitive, emotional and behavioral engagement on academic achievement. The theoretical foundations of this study included cognitive engagement theory, behavioral engagement theory, and emotional engagement theory. Three research questions were drawn from the theoretical foundations and provided insights to how teachers in urban middle schools saw different types of engagement influence academic achievement in their classroom. The sample consisted of teachers currently working in an urban middle schools in the Denver area region. This study used a qualitative methodology and descriptive design concentrated on understanding how urban middle school teachers described their experience with cognitive, behavioral and emotional engagement and how it influenced academic achievement. Data collection consisted of a three-part questionnaire and individual interviews. Data was analyzed using descriptive statistics and thematic analysis involving an inductive coding approach. Important findings of this study support new definitions of engagement, specific to the way it looks and sounds in urban middle schools and how all three types of engagement can positively influence academic achievement when utilized in the urban classroom. Recommendations for future research on the application vs. knowledge of engagement, use of emotional engagement in post-COVID environments, engagement theories in high schools, and the examination and comparison of engagement strategies used in virtual education were recommended. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students' cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates' role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning.
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Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction. Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data. Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction. Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.