An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment

Zhang, Jiahua; Zou, Liu-Cong; Miao, Jiajia; Zhang, Ye-Xing; Hwang, Gwo‐Jen; Zhu, Yue

doi:10.1080/10494820.2019.1636078

Cited by 84 publications

(43 citation statements)

References 47 publications

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“…This outcome is likely because in the traditional classroom teachers control the pace of teaching and it is difficult to accommodate the learning needs of every student, especially when the student population is large as is common in first year papers. When individualised support is difficult for lecturers to provide, students’ learning motivation and performance decrease (Zhang et al., 2020). Furthermore, the demands on students’ cognitive load are high in the traditional classroom learning environment as students are required to keep pace with the lecture content and prepare to answer questions during class (Moreno & Mayer, 2007); hence tension and pressure are heightened in this type of environment.…”

Section: Discussionmentioning

confidence: 99%

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Jia-qi

Goh

Bing

et al. 2020

Journal of Educational Computing Research

157

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This study investigated the impact of a chatbot-based micro-learning system on students’ learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom.

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Section: Discussionmentioning

confidence: 99%

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Jia-qi

Goh

Bing

et al. 2020

Journal of Educational Computing Research

157

View full text Add to dashboard Cite

show abstract

“…Research shows that an intelligent and adaptive learning platform coupled with well-designed team-based activities in higher education institutions could increase students' engagement in learning in a wide variety of activities and contexts (Zhu & Wang, 2020). Personalized learning intervention could effectively improve students' learning behaviors, attitude, motivation, and academic performance in a blended learning environment (Zhang et al, 2020). In addition, students use electronic devices (smartphones, pad, and PCs) to communicate and collaborate with instructors and peers.…”

Section: Literature Reviewmentioning

confidence: 99%

An experimental case study on forum-based online teaching to improve student’s engagement and motivation in higher education

Xiao-wei

Wen

2020

Interactive Learning Environments

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With the spread of the coronavirus disease 2019 (COVID-19), online education has been increasingly adopted globally. However, whether the online teaching approach is effective for students' learning engagement and motivation is still an open question. To improve students' learning engagement and motivation to minimize students' indulgent in procrastination and plagiarism behavior, an experimental case study on forum-based online teaching was carried out. Results showed that compared to traditional class teaching, the forum-based online teaching effectively improved students' learning engagement and motivation as well as reduced procrastination and plagiarism. Although some students are emotionally resistant to this new forumbased online teaching method, most of the students believed their presentation and other academic skills could be improved through forum-based online teaching. Moreover, students generally accepted moderate levels of peer pressure and competition that were created by the forum-based learning process. Therefore, forum-based online teaching can be considered as a useful complementary approach to traditional class teaching. The implications of this study include that breaking a final "term paper" into multiple small online submissions helps students proactively complete homework assignments and avoids plagiarism. Moreover, educators integrate theories into students' life experiences through online teaching forums, which also improve student learning engagement and motivation.

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“…Personalized learning intervention could effectively improve students' learning behaviors, attitudes, motivation, and academic performance (Zhang et al, 2020). To implement various learning styles, assignments in this course incorporate various elements from reading, creative writing to the creation of imagery and podcasts.…”

Section: Discussionmentioning

confidence: 99%

Author’s online course on medieval Italian culture: development model

Volynkina¹

2021

TSNI 2021 - Textbook: Focus on Students’ National Identity

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This paper focuses on exploring possibilities for the future development of online courses at the university level. The working model of an online course on Italian Medieval culture and art will be analyzed, and possible directions of further research will be determined. This work will present the development phases of an online cross-curricular course prototype. This study explores existing e-learning design strategies that enhance intrinsic motivation and engagement. It also offers possible solutions optimizing language learning with appropriate and convenient interventions. The author presents a number of grammar structures in the Italian language represented in the course prototype and a detailed description of lesson structure, the logic behind their order, and examples of creative assignments. The authors also determined the connection between the tasks and game elements as well as the logic behind the choice of plot elements and key characters. The author formulates possibilities for implementing layered storyline mechanisms to create a more personalized and engaging learning experience.

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An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment

Cited by 84 publications

References 47 publications

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

An experimental case study on forum-based online teaching to improve student’s engagement and motivation in higher education

Author’s online course on medieval Italian culture: development model

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