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The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

The purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined.

The study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain.

The findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement.

University decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience.

The study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.

The topic of student engagement (SE) has received considerable attention in the literature for its robust correlation with many positive educational outcomes in higher education (HE). However, among these desirable outcomes, student competencies have rarely been examined despite their importance in employability. While universities are expected to improve graduates' competencies and prepare them to adapt in an uncertain and complex workplace, the results are still limited. Therefore, this study attempts to examine the impacts of SE on student competencies in HE in Vietnam, focusing on the out-of-class environment. It also aims at developing a measurement instrument for out-of-class SE.

Based on student self-reports, this study collected two different datasets of 492 and 490 undergraduate business students in Hanoi to implement separate exploratory and confirmatory factor analyses. The measurement instrument of out-of-class engagement was adapted from the literature review and developed based on qualitative research, which combined the four subconstructs of participatory, emotional, cognitive and agentic engagement.

Findings confirms four subconstructs of SE in the out-of-class context where agentic engagement is a valid and distinct aspect. Findings further show that, among these four subconstructs, cognitive and agentic engagement have significant impacts on all four important student competencies for business students, while participatory and emotional engagement do not.

This study confirmed out-of-class SE has significant positive impacts on student competencies in HE, especially with out-of-class cognitive and agentic engagement. The findings show evidence of different impacts between participatory and agentic engagement, in which while participatory has no impacts on student competencies, agentic engagement significantly contributes to competencies of managing self, communicating and managing people and tasks. This implies different outcomes can be expected from different levels of engagement.

From a managerial point of view, the findings of this study strongly suggest that higher education institutions (HEIs) should view the out-of-class environment as an important extended learning context for students' complete development. Besides, as student out-of-class participatory engagement is not sufficient to the formation of student competencies, HEIs should strengthen out-of-class cognitive and agentic engagement among students. From the leadership perspective, building a good campus environment with various opportunities to involve students in diversified extra-curricular activities is beneficial to university students.

This paper contributes to the body of knowledge in SE by establishing a theoretical linkage between out-of-class engagement and student competencies and provides sufficient statistical significance. In addition, it validated out-of-class agentic engagement as a separate and distinct subcomponent of out-of-class SE and confirmed the positive impact of out-of-class engagement on student competencies for business students.

The purpose of this study is to investigate how the digital competence of academicians influences students’ engagement in learning activities in the face of the pandemic outbreak. In addition to this, the paper investigates how digital competence influences each dimension of student engagement (cognitive, affective and behavioural).

A cross-sectional, quantitative and explanatory research design was used to conduct the study. Data were gathered with an adopted questionnaire administered to a randomly selected sample of 500 university faculty members who were not digitally literate prior to the outbreak of the pandemic. Apart from the goodness of data tests, inferential statistics were applied to test hypotheses.

Results indicate a significant influence of teachers’ digital competence on student engagement and the pandemic outbreak positively moderates the relationship. Digital competence equally influences all three dimensions of student engagement.

The outbreak of COVID-19 made the adoption of digital life more compulsive and the nations with already available digital infrastructure and digital competence effectively minimized the adverse effect of social distancing as a result of the pandemic outbreak. Findings emphasize practitioners to focus on the digital capacity building of academicians and the provision of digital infrastructure to facilitate student engagement.

Society is transforming into a hi-tech lifestyle and technological advancement is penetrating almost every sphere of life at an unprecedented pace. From the digitalization of day-to-day affairs to e-governance, the adoption of technology is becoming a new normal. The outbreak of the pandemic overtook academic institutions equally. So, the social distancing compelled academicians and other stakeholders of universities to switchover from in-campus classes to online classes. The findings enrich the existing body of literature by explaining how digital competence has a determining role in ensuring student engagement amid the COVID-19 outbreak.

This research is a seminal work, as it tests the influence of digital competence on student engagement with the moderating role of the pandemic outbreak. To the best of the author’s knowledge, existing literature does not present this kind of research.

The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.

The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.

The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.

The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

The purpose of this study was to obtain valuable insights into students’ engagement and experiences within the virtual learning environment, especially in the context of crises. Among the innumerable challenges people throughout the world faced during the first year of the COVID-19 pandemic, those of students in institutions of higher education needing to engage in online academic studies are of special interest. Using an online survey, this study could predict students’ online engagement during the COVID-19 pandemic through three theoretical frameworks: the students’ academic motivation to study, the Big Five personality traits, and loneliness, and with a new tool measuring the participation in the Zoom platform.

To examine the psychological and technological factors predicting the students’ engagement, this study surveyed 547 students from different academic institutions of higher learning.

Findings show that the less lonely the students felt, the less neurotic they were, and the higher they scored in levels of extroversion, agreeableness, consciousnesses and openness to experience, the greater their engagement in their academic studies. In addition, students who were older, more educated, with higher intrinsic motivation and lower lack of motivation were more engaged in their online academic studies. Finally, participating in classes through the Zoom platform and experiencing it positively was a significant predictor of higher academic engagement.

Recognizing these factors can enable educators, institutions of higher learning, counselling services and students to obtain tools for higher engagement in online learning.

In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.

The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.

This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.

This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.

Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.

Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.

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.

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.

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.

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.

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.