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1 – 3 of 3Gavin Baxter and Thomas Hainey
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about…
Abstract
Purpose
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.
Design/methodology/approach
The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.
Findings
The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.
Originality/value
The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.
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Andreas Alexiou, Michaéla C. Schippers, Ilan Oshri and Spyros Angelopoulos
This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.
Abstract
Purpose
This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.
Design/methodology/approach
The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.
Findings
The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.
Research limitations/implications
This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.
Practical implications
The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.
Originality/value
Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.
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