The Impact of Online Interactive Teaching on University Students’ Deep Learning—The Perspective of Self-Determination
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(6), P. 664 - 664
Published: June 19, 2024
In
the
process
of
educational
practice
in
digital
age,
higher
education
system
has
shifted
to
online
model,
and
training
college
students’
deep
learning
become
core
issue.
While
teaching
offers
great
possibilities
for
education,
its
inherent
lack
interaction
always
been
a
major
limiting
factor
effectiveness.
To
address
this
challenge,
interactive
pedagogy
is
an
interaction-based
model
which
students
learn
knowledge
more
effectively
through
communication
with
teachers
classmates,
helps
improve
abilities.
This
study,
rooted
theoretical
framework
self-determination
theory
utilizing
structural
equation
modeling
empirical
analysis,
seeks
investigate
influence
on
among
university
students.
The
research
reveals
that
significantly
directly
contributes
learning,
while
fulfillment
three
fundamental
psychological
needs
indirectly
fosters
by
fostering
intrinsic
motivation.
study
uncovers
novel
dimensions
factors
influencing
underscores
vital
role
Moreover,
not
only
deepens
application
but
also
provides
valuable
support
practices.
Language: Английский
The multidimensional influence structure of college students’ online gamified learning engagement: A hybrid design based on QCA-SEM
Heliyon,
Journal Year:
2024,
Volume and Issue:
10(18), P. e36485 - e36485
Published: Aug. 24, 2024
Language: Английский
Exploring University Students'Continuous Engagement Intention in Online Gamified Learning--Mediation of self-efficacy and output quality
Published: April 11, 2024
Language: Английский
Causal mechanisms of the psychological needs for online gamified learning and the impact on learning engagement among college students
Interactive Learning Environments,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 22
Published: Oct. 23, 2024
This
study
explores
the
development
process
of
psychological
needs
in
online
gamified
learning
(OGL)
among
university
students
and
examines
its
impact
on
engagement.
Grounded
Self-Determination
Theory
(SDT),
research
conducted
a
purposive
sampling
survey
involving
483
with
diversified
academic
backgrounds.
Results
from
Mplus-based
analysis
show:
Perceived
autonomy
correlates
positively
perceived
relatedness
competence;
Autonomy-Supportive
Motivation
is
linked
to
three
basic
needs;
autonomy,
relatedness,
competence
are
associated
intrinsic
motivation;
Intrinsic
motivation
further
engagement;
motivation,
along
needs,
mediates
relationship
between
autonomy-supportive
engagement
college
within
OGL
environment.
Additionally,
found
that
external
orientation
negatively
moderated
link
students.
The
main
value
this
it
reveals
logical
relationships
students'
context
OGL,
validating
engagement,
emphasizing
crucial
two-way
interaction
teachers
students,
creating
an
indirect
impetus
driven
by
contexts,
causal
factors,
behavioral
structures.
Language: Английский