Article
Education & Educational Research
Abderrahim Mimouni
Summary: This study investigated the impact of reflective class feedback on mobile gamified quizzing in enhancing active learning in higher education. The findings showed that students who received reflective class feedback scored significantly higher in the quizzes.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Education & Educational Research
Xianmin Yang, Xinshuo Zhao, Xuesong Tian, Beibei Xing
Summary: Mobile learning has both positive and negative effects on learners, impacting their interest, attitude, initiative, and concentration. The environment and posture are two key factors that directly influence the concentration of mobile learners.
INTERACTIVE LEARNING ENVIRONMENTS
(2021)
Article
Education & Educational Research
Uun Hariyanti, Wu-Yuin Hwang, Rio Nurtantyana, Herman Dwi Surjono, Irma Nuur Rochmah, Anh Hoang, Muhammad Irfan Luthfi, Muhamad Trio Maulana Putra
Summary: Authentic contextual learning with mobile apps near home has become prevalent during the COVID-19 pandemic. This study investigates the learning achievements, anxiety, and acceptance of students and parents in Taiwan and Indonesia using the mobile app UG. The results show significant improvements in students' achievements in both places. Differences in anxiety were found between students and parents, while high acceptance was observed among both groups. The study also discusses the correlations of mobile phone usage, parental education levels, anxiety, acceptance, and achievements between the two places.
INTERACTIVE LEARNING ENVIRONMENTS
(2022)
Article
Education & Educational Research
Susanne P. Lajoie, Juan Zheng, Shan Li, Amanda Jarrell, Maren Gube
Summary: This study investigated the influence of affect and self-regulatory activities on learning outcomes. High-performing medical students differed from low-performing students in terms of performance goal orientation, emotional expressions, and self-regulation behaviors. The findings have important implications for research and medical education.
LEARNING AND INSTRUCTION
(2021)
Review
Psychology, Multidisciplinary
Oceane Cochon Drouet, Vanessa Lentillon-Kaestner, Nicolas Margas
Summary: Cooperative learning methods, particularly the Jigsaw strategy, have the potential to create more inclusive schools. However, the effects of the Jigsaw method on student outcomes vary greatly among studies. Factors such as sample size, student diversity, and content taught may explain this inconsistency.
FRONTIERS IN PSYCHOLOGY
(2023)
Review
Green & Sustainable Science & Technology
Luca Petrigna, Federico Roggio, Bruno Trovato, Marta Zanghi, Giuseppe Musumeci
Summary: This study evaluated the published literature on physically active breaks during school hours and explored the differences between interventions conducted indoors and outdoors, as well as their outcomes. The results showed that most interventions took place in the classroom, with only three studies conducted outdoors. A common aspect of all studies was the feasibility of active breaks and their positive impact.
Article
Education & Educational Research
Firas Almasri
Summary: This study compares the attitudes and achievements of female and male students in e-learning and in-classroom settings, and investigates the impact of single-gender and mixed-gender grouping in an undergraduate biology course. The results show that female students achieve higher academic performance and have more positive attitudes towards biology in single-gender settings. E-learning helps to mitigate the negative effects of mixed-gender grouping on female students.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Education & Educational Research
Lanqin Zheng, Miaolang Long, Lu Zhong, Juliana Fosua Gyasi
Summary: This study conducted a comprehensive meta-analysis to examine the effect sizes of technology-facilitated personalized learning on learning achievements and learning perceptions. The findings showed that technology-facilitated personalized learning had a medium effect size on learning achievements and a small effect size on learning perceptions. Additionally, it was found that learning methods and personalized learning software significantly moderated the effect sizes.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Psychology, Multidisciplinary
Di-Yu Lei, Jui-Hsi Cheng, Chih-Ming Chen, Kai-Ping Huang, Chiyang James Chou
Summary: The development of multiple intelligences is not limited to kindergartens and elementary schools, but is also applicable in high schools, universities, and in-service training. Research shows that teaching with multiple intelligences affects learning motivation and achievement, with motivation playing a significant positive role in academic performance.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Social Sciences, Interdisciplinary
Ling Li
Summary: This research conducted a quasi-experimental study on College English in a Chinese blended learning community environment. The results showed that the experimental class adopting the framework of blended learning community achieved higher academic achievement and satisfaction compared to face-to-face learning. The study concludes that the BLC framework has a positive impact on students' academic achievement and learning satisfaction in English learning in higher education.
Review
Psychology, Multidisciplinary
Rong Wu, Zhonggen Yu
Summary: Achievement emotions have a significant impact on online learning outcomes in terms of motivation, performance, engagement, satisfaction, and achievement. Positive achievement emotions generally have a positive effect, but excessive positive emotions may be detrimental. The effects of negative achievement emotions are still controversial. Interventions that help learners regulate and control their achievement emotions can improve learning outcomes.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Education & Educational Research
Mohammad Reza Keramati, Robyn M. Gillies
Summary: The purpose of this study was to examine the effects of cooperative learning on the academic achievement of student teachers. The results showed that cooperative learning significantly improved students' achievement. Follow-up interviews and classroom observations indicated that cooperative learning created a suitable learning environment and strengthened students' life skills.
INTERACTIVE LEARNING ENVIRONMENTS
(2022)
Article
Psychology, Multidisciplinary
Shonn Cheng, Jui-Chieh Huang, Waneta Hebert
Summary: The goal of this study was to identify achievement emotion profiles and environmental barriers faced by vocational college students in online learning environments. The study also examined the individual antecedents and outcomes of these achievement emotion profiles. Three distinct profiles were identified: Blends of Negative Emotions, Nonemotional, and Pure Positive Emotion. The findings showed that expectancies for online learning significantly predicted membership in the Pure Positive Emotion profile, which was associated with better time management, motivational regulation, and lower academic procrastination. Text mining analysis revealed that students in the Blends of Negative Emotions and Nonemotional profiles faced barriers related to instructor immediacy, peer interaction, help-seeking, and technical difficulties.
COMPUTERS IN HUMAN BEHAVIOR
(2023)
Article
Mathematics
Jianlan Tang, Tommy Tanu Wijaya, Robert Weinhandl, Tony Houghton, Zsolt Lavicza, Akhmad Habibi
Summary: Using micro-lectures as a digital learning medium has become popular in recent years. This research investigates the achievements and satisfaction of Junior High School students using micro-lectures on Direct and Inverse Proportions and finds that the use of micro-lectures leads to improved learning achievements and student satisfaction.
Review
Education & Educational Research
Lanqin Zheng, Yunchao Fan, Lei Gao, Zichen Huang
Summary: This study aims to investigate the overall impact of learning analytics interventions on learning achievements. The findings from a meta-analysis of 33 empirical studies conducted from 2012 to 2021 revealed that learning analytics interventions had a large effect size on learning achievements. Furthermore, the effectiveness of learning analytics interventions was significantly moderated by sample levels, learning domains, learning approaches, learning analytics technologies, and learning analytics metrics.
INTERACTIVE LEARNING ENVIRONMENTS
(2023)