Interactive Learning Environments,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 22
Published: Nov. 26, 2024
Synchronous
online
courses
(SOC),
enabling
real-time
interaction,
have
become
increasingly
prevalent
in
higher
education,
particularly
during
emergency
remote
teaching
(ERT).
This
surge
education
raised
questions
about
how
student
engagement,
a
crucial
factor
for
the
quality
of
practices,
was
achieved
ERT.
To
address
these
and
offer
insights
into
effective
practices
fostering
engagement
SOC,
this
study
explores
experiences
undergraduate
students
instructors
While
substantial
body
literature
addresses
there
is
gap
studies
that
comprehensively
synthesize
to
engage
SOC
across
various
departments.
Therefore,
present
seeks
bridge
gap.
Insights
were
gathered
through
semi-structured
one-on-one
interviews
focus
group
with
ten
fifteen
diverse
departments
universities.
The
findings
unveil
strategies
promote
SOC.
These
closely
align
elements
teaching,
social,
cognitive
presence
within
Community
Inquiry
(CoI)
framework,
emphasizing
interaction-based
pedagogical
role
emotional
communication
not
only
provides
valuable
enhancing
crises
but
also
highlights
their
relevance
normal
times.
PLoS ONE,
Journal Year:
2024,
Volume and Issue:
19(1), P. e0294350 - e0294350
Published: Jan. 11, 2024
The
utilization
of
digital
educational
infrastructure
in
schools
has
propelled
games
to
the
forefront
innovation.
Despite
an
abundance
empirical
studies
on
relationship
between
and
student’s
motivation
for
learning,
a
consensus
yet
be
reached.
This
study
aims
bridge
existing
research
gaps
by
adopting
mixed-methods
approach
grounded
behaviorist
learning
theory
contextual
cognitive
theory.
A
detailed
questionnaire
was
disseminated
students
from
three
distinct
university
Thailand.
After
exclusion
invalid
responses,
robust
sample
434
valid
responses
curated
utilized
analysis.
Utilizing
SPSS
MPLUS
software,
analyses
were
conducted
explore
impact
learning.
Research
results
indicate
that:
First,
positively
influence
learning;
Second,
engagement
serves
as
mediator
Third,
environment
moderates
engagement.
Notably,
positive
student
is
amplified
more
immersive
environment.
contributes
social
cognition
elucidating
how
affect
through
their
highlighting
moderating
role
Practically,
these
findings
underscore
significance
environments
enhance
Social Sciences & Humanities Open,
Journal Year:
2024,
Volume and Issue:
9, P. 100870 - 100870
Published: Jan. 1, 2024
Engaging
students
in
learning
activities
is
the
primary
duty
of
teacher.
It
also
important
to
see
methods
engagement
teaching
and
for
both
teachers.
Students
at
all
age
levels,
from
elementary
schools
graduate
students,
must
have
specific
a
virtual
environment.
In
addition,
learners
encounter
differences
when
engaging
lessons
that
might
be
more
severe
environment
than
conventional
classroom.
The
purpose
this
study
identify
how
engage
with
different
educational
technologies.
To
achieve
purpose,
systematic
literature
review
was
conducted
using
articles
published
Scopus
PubMed
databases
during
2018–2022
period.
A
research
question
developed
PICO
framework
PRISMA
used
article
selection,
33
were
analyses.
Analysis
divided
into
three
sections:
gamification
student
engagement,
online/distance
technology
engagement.
keyword
co-occurrence
network
visualisation
map
indicates
gap
between
studies
provided
insightful
guidance
on
advancing
outcomes
digital
age.
Additionally,
future
areas
are
highlighted
end.
Cogent Education,
Journal Year:
2023,
Volume and Issue:
10(2)
Published: Oct. 4, 2023
This
study
aims
to
investigate
the
influence
of
gamification
on
students'
engagement,
learning
effectiveness,
and
satisfaction
in
higher
education,
as
well
function
engagement
effectiveness
moderating
connection.
Data
were
obtained
quantitatively
from
306
undergraduate
graduate
students
Vietnam
who
participated
gamified
lectures.
The
links
between
gamification,
student
investigated
using
structural
equation
modeling.
results
suggested
that
challenge
enjoyment
directly
influenced
satisfaction.
Additionally,
presence
affected
effectiveness.
Engagement
served
mediators
Educational
institutions,
instructors,
academics
may
use
improve
satisfaction,
leading
more
inspirational
successful
experiences
education.
provides
significant
insights
for
education
stakeholders
encourages
instructors
institutions
adopt
creative
teaching
methodologies
meet
demands
current
students.
Adoption
can
result
dynamic
engaging
environments,
which
will
boost
overall
educational
quality.
Journal of Computer Assisted Learning,
Journal Year:
2025,
Volume and Issue:
41(1)
Published: Jan. 23, 2025
ABSTRACT
Background
Video
conferencing
technology
has
moved
online
education
into
a
new
stage
of
real‐time
video
interaction.
However,
shortcomings
such
as
students'
lack
concentration
and
substantive
engagement
during
greatly
limit
the
improvement
learning
effectiveness.
According
to
social
presence
theory
community
inquiry
model,
on‐camera
instructors
students
may
effectively
enhance
outcomes
in
conferencing.
Objective
The
effects
instructors'
on
presence,
satisfaction
performance
were
investigated.
Methods
We
selected
244
university
participants
employed
between‐subject
experimental
design
with
two
levels
camera
(on/off)
(on/off).
Results
Conclusions
(1)
Learning
was
better
when
turned
their
cameras
compared
they
did
not.
(2)
level
higher
than
interaction
effect
between
use
significant,
indicating
that
off
cameras,
themselves
not
significantly
impact
presence.
(3)
under
condition
where
them
off.
It
is
recommended
appear
conferencing,
this
can
increase
satisfaction,
ultimately
improving
performance.
Psychology in the Schools,
Journal Year:
2025,
Volume and Issue:
unknown
Published: April 29, 2025
ABSTRACT
School
engagement
is
a
multidimensional
construct
encompassing
affective,
cognitive,
and
behavioral
dimensions,
influenced
by
contextual
factors
like
family,
peer,
teacher
support.
This
longitudinal
study
examines
how
these
dimensions
of
school
mediate
the
relationship
between
academic
outcomes—specifically,
class
attendance
performance
in
language
mathematics—over
3
years
among
284
Chilean
students
(46.5%
boys
53.5%
girls)
enrolled
their
first
year
secondary
education
public
schools
Chile.
Our
findings
reveal
that
support
plays
significant
role
enhancing
engagement,
which
turn
impacts
outcomes,
with
cognitive
having
distinct
effects
on
subject
performance.
The
also
identifies
gender
differences
dynamics,
influencing
affective
girls
boys.
addresses
gap
studies
within
Latin
America,
providing
insights
into
complex
interplay
factors,
gender,
implications
for
targeted
educational
interventions.
Akademik Hassasiyetler,
Journal Year:
2025,
Volume and Issue:
12(27), P. 135 - 147
Published: April 30, 2025
This
study
explores
the
impact
of
Zoom
fatigue
on
mental
workload
and
quality
life
academicians.
The
research
involved
164
Data
were
collected
using
Exhaustion
&
Fatigue
Questionnaire
(ZEFQ),
CarMen-Q
for
Mental
Workload,
Professional
Quality
Life
Scale.
Regression
analyses
revealed
significant
associations
between
(F=48.988,
p
Madako Elementary School,
Journal Year:
2023,
Volume and Issue:
2(2), P. 121 - 136
Published: Dec. 6, 2023
Penerapan
suatu
model
dalam
aktivitas
pembelajaran
memungkinkan
terwujudnya
interaksi
edukatif
antara
guru
dan
siswa
termasuk
dengan
lainnya.
Tujuan
penelitian
ini
untuk
menganalisis
efektivitas
projek
sains
IPA
sekolah
dasar
di
era
Merdeka
Belajar
melalui
implementasi
guided
inquiry
learning.
Metode
Quasi
Experimental
Design
yang
tidak
mensyaratkan
sampel
dipilih
secara
acak
(random).
Populasi
adalah
seluruh
SD
Negeri
Kabinuang
kelas
V
SD.
Data
dikumpulkan
menggunakan
instrument
tes,
observasi,
dokumentasi.
Analisis
data
cara
statistik
deskriptif
teknik
analisis
inferensial.
Hasil
menunjukkan
penerapan
learning
berpengaruh
positif
signifikan
terhadap
hasil
belajar
siswa.
