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Article
Publication date: 12 September 2022

Qixing Yang, Quan Chen, Jingan Wang and Ruiqiu Ou

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course…

Abstract

Purpose

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

Design/methodology/approach

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

Findings

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Research limitations/implications

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Practical implications

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

Social implications

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

Originality/value

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Book part
Publication date: 22 June 2021

John N. Moye

Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In…

Abstract

Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In sensation, the task is to collect and review stochastic information collected from an external stimulus. In learning systems design, the task is the opposite: to design learning objects and activities that communicate the intended learning to the learner effectively and efficiently. The sensation systems focus their attention on the structure of the stimulus. Likewise, a psychophysical learning system emphasizes the interconnections within categories of content to configure the learning experiences. The curriculum embeds this information into a learning plan.

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

Article
Publication date: 2 September 2021

Zamzami Zainuddin, Ratna Farida, Cut Muftia Keumala, Rudi Kurniawan and Hadi Iskandar

This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when…

Abstract

Purpose

This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction.

Design/methodology/approach

A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting.

Findings

Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class.

Originality/value

The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

Details

Interactive Technology and Smart Education, vol. 19 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 5 September 2018

Vishal Arghode, Earl Brieger and Jia Wang

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate…

1888

Abstract

Purpose

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings.

Design/methodology/approach

This paper carries out a narrative literature review.

Findings

Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners.

Research limitations/implications

Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction.

Practical implications

This review offers strategies for improved online instructional design to achieve learning engagement.

Originality/value

This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

Details

European Journal of Training and Development, vol. 42 no. 7/8
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 7 October 2019

Syed Ali Raza, Wasim Qazi and Bushra Umer

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university…

Abstract

Purpose

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan.

Design/methodology/approach

The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model.

Findings

The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students.

Research limitations/implications

The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities.

Practical implications

The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement.

Originality/value

In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 6 September 2022

Saurabh Gupta and Priyanka

The purpose of this paper is to examine the effect of gamification on students’ e-learning adoption. In addition, this paper examines the effect of two mediations, that…

Abstract

Purpose

The purpose of this paper is to examine the effect of gamification on students’ e-learning adoption. In addition, this paper examines the effect of two mediations, that is, flow and engagement between gamification and e-learning adoption by using sequential mediation analysis.

Design/methodology/approach

The authors used the online survey method to collect the 570 responses through convenience sampling procedure. Sequential mediation analysis technique was used to test the mediation hypothesis.

Findings

The findings of this paper revealed that gamification elements are an important feature of flow, engagement in e-learning adoption process. Also, the paper found that engagement in the learning process is a key element for students to adopt e-learning.

Research limitations/implications

This paper makes its contribution to the literature related to gamification and e-learning adoption. The paper signifies the importance of gamification as an educational application in e-learning environment and its contribution in designing an interactive learning environment.

Originality/value

Empirically, to the best of the authors’ knowledge, it is the first paper to examine the sequential mediation model of gamification in the education sector in a developing nation like India. Furthermore, this paper also extends engagement and flow theory related to e-learning process by showing how students’ engagement and flow impact the e-learning adoption in the gamified environment.

Details

VINE Journal of Information and Knowledge Management Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2059-5891

Keywords

Article
Publication date: 13 October 2022

Ümmühan Avcı and Ayşe Kula

Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as…

Abstract

Purpose

Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated components that affect students' online teaching and learning process. In this context, university students' engagement, fear of missing out and Internet addiction in online environments, the relationship among them and students' demographic characteristics, online environment usage status and Internet usage profiles as their predictors are examined in this study.

Design/methodology/approach

This is a relational study and is carried out with 179 university students. Personal information form, student's engagement, fear of missing out and Internet addiction scales were used as data collection tools. Descriptive statistics, t-test, one-way ANOVA, correlation, hierarchical linear multiple regression analysis are used for the analysis.

Findings

According to the results, variables related to students' demographic characteristics, online environment usage status and Internet usage profiles together significantly predict the students' engagement, fear of missing out and Internet addiction in online environments. When students think positively about taking courses online, their engagement increases accordingly and their fear of missing out levels decrease. Increase in student's academic achievement leads to decline in Internet addiction.

Practical implications

In practice, examining the related variables about students in terms of engagement to the learning environment, fear of missing out and Internet addiction could bring a new perspective to studies on problematic use of the Internet and technology such as nomophobia and digital distraction. The results of this study reveal how and which components to be focused on for increasing the university students' engagement, reducing Internet addiction and fear of missing out in online learning environments.

Originality/value

The findings of this study provide a versatile perspective with the variables of student participation, fear of missing out, Internet addiction and their predictors in online learning environments, which are becoming widespread and increasingly important today and shed light on future researches.

Details

Information Technology & People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0959-3845

Keywords

Book part
Publication date: 22 August 2022

Lelokwane Mokgalo, Alice Njoroge and Mercy Musikavanhu

Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online…

Abstract

Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches for teaching and learning which necessitate students, academic practitioners and institutions to engage and interact with each other successfully. The purpose of this chapter is to discuss the importance of interaction and engagement in the use of blended learning online tools during emergency situations. The theoretical lens that informs the chapter is social constructivism which argues that learning is a social endeavour. The literature findings show that the effective engagement of students contributes to the overall quality of students’ produced experiences as well as pass rates. Furthermore, the importance of student–lecturer engagement and student–content engagement cannot be taken for granted. The right balance of synchronous and asynchronous online learning tools contributes to fruitful interaction and engagement. Online engagement seems to have many benefits as compared to conventional based engagement such as the ability of students to contribute to their teaching and learning. Despite these advantages, challenges associated with online learning such as balancing life commitments, confidence, students’ approach to learning, high investment costs in resources, motivation, competences of lecturers and students, interest of lecturers and students and efficacy of lecturers and students cannot be ignored. The authors therefore recommend that effective and efficient online learning requires the correct blend of online learning tools accompanied by the correct engagement strategies.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Article
Publication date: 4 March 2022

Bee Lian Song, Kim Lian Lee, Chee Yoong Liew, Ree Chan Ho and Woon Leong Lin

The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and…

Abstract

Purpose

The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education.

Design/methodology/approach

This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested.

Findings

The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance.

Practical implications

Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches.

Originality/value

The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.

Details

Education + Training, vol. 64 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 5 April 2021

Hafiz Muhammad Basit Feroz, Salman Zulfiqar, Sadaf Noor and Chunhui Huo

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three…

Abstract

Purpose

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.

Design/methodology/approach

The proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.

Findings

The findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.

Research limitations/implications

Researchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.

Practical implications

Educationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.

Social implications

The authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.

Originality/value

The phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

1 – 10 of over 60000