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Keywords = open social learner model

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14 pages, 734 KiB  
Article
Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources
by Mais Fatayer and Eseta Tualaulelei
Educ. Sci. 2023, 13(10), 1011; https://doi.org/10.3390/educsci13101011 - 5 Oct 2023
Cited by 2 | Viewed by 5759
Abstract
Universities are hives of knowledge production and innovation, but the work students produce for assessment is often utilised in a limited way, neglecting a potentially rich intellectual resource. This article investigates an activity that can make use of this resource. It has known [...] Read more.
Universities are hives of knowledge production and innovation, but the work students produce for assessment is often utilised in a limited way, neglecting a potentially rich intellectual resource. This article investigates an activity that can make use of this resource. It has known benefits for students but is rarely used in higher education—student-generated open educational resources (OER). In descriptive case studies of two projects where students created OER as an assessed part of university coursework, the article explores the impacts of this activity on students’ learning experiences and the educational practice of teaching academics. Drawing upon social constructivist understandings of teaching and learning and a range of quantitative and qualitative data from projects with 156 students and 3 academics, the descriptive case studies illustrate how student-generated OER, guided by an OER development model, positively benefitted learners and educators. The discussion balances these benefits against some of the challenges experienced in the process. The article will argue that student-generated OER could be widely used, but specific supports are necessary for academics to facilitate this activity successfully. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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18 pages, 1417 KiB  
Article
Extending the UTAUT Model of Gamified English Vocabulary Applications by Adding New Personality Constructs
by Kexin Zhang and Zhonggen Yu
Sustainability 2022, 14(10), 6259; https://doi.org/10.3390/su14106259 - 20 May 2022
Cited by 22 | Viewed by 4090
Abstract
Learning vocabulary through mobile applications has gained momentum in recent years. However, little is known about what elements motivate or demotivate learners to use the applications. This research thus aims at finding out factors that may influence users’ intention to use certain gamified [...] Read more.
Learning vocabulary through mobile applications has gained momentum in recent years. However, little is known about what elements motivate or demotivate learners to use the applications. This research thus aims at finding out factors that may influence users’ intention to use certain gamified English vocabulary apps and their actual use of the applications based on the unified theory of acceptance and use of technology (UTAUT). This study complements the missing link through structural equation modeling based on the data collected from a large-scale online questionnaire survey. The results show that performance expectancy (PE), facilitating conditions (FC), and attitudes towards behavior (ATB) are positively correlated with behavioral intention (BI) while effort expectancy (EE), social influence (SI), and openness (OP) are negatively correlated with BI. However, no significant correlation was found between emotional stability (ES), positive competition (PC), and perseverance of effort (POE) and BI as predicted. In addition, behavioral intention (BI) and actual use (AU) are strongly correlated. However, unlike some of the previous studies, the result of this study does not present a significant relationship between FC and actual use (AU). Future research may include participants with diversified cultural backgrounds and extend the constructs further to psychology. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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19 pages, 597 KiB  
Article
Emotionally Engaged Learners Are More Satisfied with Online Courses
by Ruiqi Deng
Sustainability 2021, 13(20), 11169; https://doi.org/10.3390/su132011169 - 10 Oct 2021
Cited by 20 | Viewed by 5010
Abstract
Research on massive open online courses (MOOCs) has tended to focus on outcome indicators valued in traditional higher education settings, particularly achievement and completion. This study highlights the differences between MOOCs and credit-bearing university courses and shifts this focus to an alternative outcome [...] Read more.
Research on massive open online courses (MOOCs) has tended to focus on outcome indicators valued in traditional higher education settings, particularly achievement and completion. This study highlights the differences between MOOCs and credit-bearing university courses and shifts this focus to an alternative outcome indicator—learner satisfaction. In this study, engagement is identified as an important antecedent of learner satisfaction and is conceptualised and operationalised as a multidimensional construct. This study built three regression models to identify the relative importance of behavioural, cognitive, emotional, and social engagement for learner satisfaction after controlling for personal characteristics unrelated to the criteria of good teaching. The analysis showed that engagement explained approximately 20% of the variance in learner satisfaction with MOOCs. Emotional engagement was more influential for predicting learner satisfaction than cognitive engagement and behavioural engagement. Social engagement had no significant effect on learner satisfaction. Demographics (age, education level, and origin) and motivation were of limited utility in predicting learner satisfaction with MOOCs, accounting for 4% and 2% of variance, respectively. Based on research findings, the article presents the following propositions: (1) configure the MOOC teaching and learning environment in a way that enhances emotional engagement; (2) statistically adjust for age, education level, origin, and motivation when interpreting learner satisfaction results; and (3) monitor the level of emotional engagement and implement educational interventions to provide support for emotional disengagers. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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25 pages, 1132 KiB  
Article
Computer Programming E-Learners’ Personality Traits, Self-Reported Cognitive Abilities, and Learning Motivating Factors
by Aiste Dirzyte, Aivaras Vijaikis, Aidas Perminas, Romualda Rimasiute-Knabikiene, Lukas Kaminskis and Giedrius Zebrauskas
Brain Sci. 2021, 11(9), 1205; https://doi.org/10.3390/brainsci11091205 - 13 Sep 2021
Cited by 8 | Viewed by 3380
Abstract
Educational systems around the world encourage students to engage in programming activities, but programming learning is one of the most challenging learning tasks. Thus, it was significant to explore the factors related to programming learning. This study aimed to identify computer programming e-learners’ [...] Read more.
Educational systems around the world encourage students to engage in programming activities, but programming learning is one of the most challenging learning tasks. Thus, it was significant to explore the factors related to programming learning. This study aimed to identify computer programming e-learners’ personality traits, self-reported cognitive abilities and learning motivating factors in comparison with other e-learners. We applied a learning motivating factors questionnaire, the Big Five Inventory—2, and the SRMCA instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners, the mean age was 25.19 years. It was found that computer programming e-learners demonstrated significantly lower scores of extraversion, and significantly lower scores of motivating factors of individual attitude and expectation, reward and recognition, and punishment. No significant differences were found in the scores of self-reported cognitive abilities between the groups. In the group of computer programming e-learners, extraversion was a significant predictor of individual attitude and expectation; conscientiousness and extraversion were significant predictors of challenging goals; extraversion and agreeableness were significant predictors of clear direction; open-mindedness was a significant predictor of a diminished motivating factor of punishment; negative emotionality was a significant predictor of social pressure and competition; comprehension-knowledge was a significant predictor of individual attitude and expectation; fluid reasoning and comprehension-knowledge were significant predictors of challenging goals; comprehension-knowledge was a significant predictor of clear direction; and visual processing was a significant predictor of social pressure and competition. The SEM analysis demonstrated that personality traits (namely, extraversion, conscientiousness, and reverted negative emotionality) statistically significantly predict learning motivating factors (namely, individual attitude and expectation, and clear direction), but the impact of self-reported cognitive abilities in the model was negligible in both groups of participants and non-participants of e-learning based computer programming courses; χ² (34) = 51.992, p = 0.025; CFI = 0.982; TLI = 0.970; NFI = 0.950; RMSEA = 0.051 [0.019–0.078]; SRMR = 0.038. However, as this study applied self-reported measures, we strongly suggest applying neurocognitive methods in future research. Full article
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25 pages, 1757 KiB  
Review
Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review
by Stylianos Mystakidis, Eleni Berki and Juri-Petri Valtanen
Appl. Sci. 2021, 11(5), 2412; https://doi.org/10.3390/app11052412 - 9 Mar 2021
Cited by 141 | Viewed by 14911
Abstract
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance [...] Read more.
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal. Full article
(This article belongs to the Special Issue Extended Reality: From Theory to Applications)
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19 pages, 1218 KiB  
Article
Effects of Verbal Interactions between Students on Skill Development, Game Performance and Game Involvement in Soccer Learning
by Wissam Ben Khalifa, Mehrzia Zouaoui, Makrem Zghibi and Fairouz Azaiez
Sustainability 2021, 13(1), 160; https://doi.org/10.3390/su13010160 - 25 Dec 2020
Cited by 13 | Viewed by 6305
Abstract
The purpose of the study was to examine the effects of verbal interaction between students on skill development and soccer game performance within a socio-constructivist perspective and a cooperative learning model in team-sport teaching. In addition, the usefulness of open verbalization was manifested [...] Read more.
The purpose of the study was to examine the effects of verbal interaction between students on skill development and soccer game performance within a socio-constructivist perspective and a cooperative learning model in team-sport teaching. In addition, the usefulness of open verbalization was manifested as follows: (1) a social tool for both actors (teachers and students) to collect and manage reports on their thought processes; (2) a tool to stimulate reflection and critical reflection on performance to induce transformation during game action projects. Participants were 18 boys and 12 girls aged (15 ± 0.4 years) from a Tunisian school (ninth grade). They were placed in either the experimental group (with verbal interaction) or the comparison group (without verbal interaction) and then were tested before and after a 12-lesson soccer unit (approximately two hours/week). Skill competence was assessed using three tests: a 15 m ball dribbling test, the Loughborough Soccer Passing Test (LSPT) and a shooting accuracy test. Game performance was measured using the Game Performance Assessment Instrument (GPAI) in which the outcome variables assessed included (a) decision-making (DM), (b) skill execution (SE), (c) support (S), (d) game performance (GP), and (e) game involvement (GI). While both groups showed significant improvements in their short-passing ability, no such improvements were found in dribbling and shooting. In contrast, only the verbal interaction group produced significant improvements in overall game performance. In conclusion, if the objectives of the physical education curriculum are to promote team-sport teaching methods and quality game play, and create a reflexive learner, verbal interaction may be an effective tool for developing tactical understanding through cooperative learning. Full article
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18 pages, 2641 KiB  
Article
Techniques to Motivate Learner Improvement in Game-Based Assessment
by Angeliki Leonardou, Maria Rigou and John Garofalakis
Information 2020, 11(4), 176; https://doi.org/10.3390/info11040176 - 25 Mar 2020
Cited by 13 | Viewed by 6759
Abstract
Learner motivation to self-improve is a crucial effectiveness factor in all modes and settings of learning. Game-based learning was long used for attracting and maintaining students’ interest especially in small ages, deploying means such as scoring, timing, scores of peers (i.e., hall of [...] Read more.
Learner motivation to self-improve is a crucial effectiveness factor in all modes and settings of learning. Game-based learning was long used for attracting and maintaining students’ interest especially in small ages, deploying means such as scoring, timing, scores of peers (i.e., hall of fame), etc. These techniques can provide recognition for high-scoring players, while also developing a sense of safe “distance” in the impersonal electronic environment for low-scoring players. In addition, constructive feedback on mistakes a player makes can contribute to avoiding similar mistakes in the future, thus achieving better performance in the game, while constructing valuable new knowledge when a knowledge gap is detected. This paper investigates an integrated approach to designing, implementing, and using an adaptive game for assessing and gradually improving multiplication skills. Student motivation is fostered by incorporating the Open Learner Model approach, which exposes part of the underlying user model to the students in a graphically simplified manner that is easily perceivable and offers a clear picture of student performance. In addition, the Open Learner Model is expanded with visualizations of social comparison information, where students can access the progress of anonymous peers and summative class scores for improving self-reflection and fostering self-regulated learning. This paper also presents the feedback received by the preliminary testing of the game and discusses the effect of assessing multiplication skills of primary school pupils using the adaptive game-based approach on increasing pupil motivation to self-improve. Full article
(This article belongs to the Special Issue Advances in Mobile Gaming and Games-based Leaning)
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19 pages, 655 KiB  
Article
Writing a Recipe for Teaching Sustainable Food Systems: Lessons from Three University Courses
by Christy Anderson Brekken, Hikaru Hanawa Peterson, Robert P. King and David Conner
Sustainability 2018, 10(6), 1898; https://doi.org/10.3390/su10061898 - 6 Jun 2018
Cited by 16 | Viewed by 8000
Abstract
The sustainability of the food system is at the forefront of academic and policy discussions as we face the challenge of providing food security to a growing population amidst environmental uncertainty and depletion, social disruptions, and structural economic shocks and stresses. Crafting a [...] Read more.
The sustainability of the food system is at the forefront of academic and policy discussions as we face the challenge of providing food security to a growing population amidst environmental uncertainty and depletion, social disruptions, and structural economic shocks and stresses. Crafting a sustainable and resilient food system requires us to go beyond disciplinary boundaries and broaden critical and creative thinking skills. Recent literature calls for examples of pedagogical transformations from food systems courses to identify successful practices and potential challenges. We offer a recipe for what to teach by framing systems thinking concepts, then discuss how to teach it with five learning activities: deductive case studies, experiential learning, reflective narrative learning, system dynamics simulations and scenarios, and inductive/open-ended case studies, implemented with collaborative group learning, inter/trans-disciplinarity, and instructor-modeled co-learning. Each learning activity is animated with concrete examples from our courses at Oregon State University, University of Minnesota, and University of Vermont, USA. We discuss opportunities and challenges implementing these strategies in light of student, instructor, and institutional expectations and constraints. But the challenge is worth the effort, because food system transformation requires active learners and systemic thinkers as engaged citizens, food system advocates, entrepreneurs, and policy makers. Full article
(This article belongs to the Special Issue Teaching and Learning for Sustainability)
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