Attributes of Engagement in Challenge-Based Digital Learning Environments

Abstract

This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challenge-based digital learning environment. Learning engagement is a multidimensional concept which includes an individual's ability to behaviourally, cognitively, emotionally, and motivationally engage in an on-going learning process. Challenge-based learning gives significant freedom to the learner to decide what and when to engage and interact with digital learning materials. In light of previous empirical findings, we expect that learning engagement is positively related to learning performance in a challenge-based digital learning environment. This study was based on data from the Curtin Challenge platform, including transaction data of 13,655 students. Findings indicate that attributes of learning engagement in challenge-based digital learning environments are, as expected, positively related to learning performance. Implications point toward the need for personalised and adaptive learning environments to be developed in order to cater for the individual needs of learners in challenge-based digital learning environments.

Challenge-based learning in higher education: an exploratory literature review

“…Quantitative methodologies (n=28) included surveys (Williams, Klein-Gardner, Limberis, & Sullivan, 2012), analysis of student performance scores , student learning gain scores (Membrillo-Hernández, J. Ramírez-Cadena, et al, 2019), student transaction data (Ifenthaler, Gibson, & Zheng, 2018), and social network analysis (Dornfeld Tissenbaum & Jona, 2018). Mixed methodologies (n=26) were most commonly a quantitative survey augmented with qualitative analysis of observations (Gama, 2019), open ended questions (Guo, Zhang, Ritter, & Man, 2014) or more specific methods such as video analysis (Eraña-Rojas, López Cabrera, Ríos Barrientos, & Membrillo-Hernández, 2019).…”

Vocational Education and Training in the Age of Digitization

“…To sum up, one can say that gamification can offer a cognitively stimulating and socially integrated learning experience, which can be used at least partially to promote 21st century skills and competence development by enabling learner-centred, didactic settings that promote individualized learning (cf. Ifenthaler et al, 2018).…”

“…A reasonable but demanding level of difficulty of tasks is central to the experience of competence and at the same time positively linked to learning performance (Ifenthaler et al, 2018). To do justice to the heterogeneous competence levels of learners, game mechanism and elements with different levels of difficulty must be integrated into the learning game environment.…”

Fostering computer programming and digital skills development: An experimental approach

“…Given this, studies (e.g., [139]) advocated for innovative pedagogical initiatives that can enhance learner engagement especially in computer programming courses. Similarly, Ifenthaler et al [69] recommend the need to enhance students' engagement in programming using a modern learning environment like Google Team which is the focus of this study. Furthermore, Looyestyn et al [90] posit that student engagement is paramount in online learning environments to achieve behavioural change, especially in computer programming.…”