Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement

Liu, Sanya; Liu, Shiqi; Liu, Zhi; Peng, Xian; Yang, Zhen

doi:10.1016/j.compedu.2022.104461

Cited by 116 publications

(73 citation statements)

References 39 publications

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“…For example, Schnitzler et al (2021) argued that engagement is a complex and variable construct, and that behavioral, emotional, and cognitive engagement can inconsistently affect behavior and outcomes. The three levels of engagement differ, people's behavioral engagement is more superficial, whereas emotional and cognitive engagement influence their engagement effects in a more profound way (Liu et al, 2022). In addition, Matsumoto et al (2022) argued that behavioral engagement in leisure activities may not completely release stress and also this behaviorally oriented behavioral engagement in leisure does not adequately explain well-being.…”

Section: Discussionmentioning

confidence: 99%

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

Nong

et al. 2022

Front. Psychol.

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The preschool education profession often faces many challenges and preschool teachers, as important members of the preschool education profession must respond to a variety of emergencies with young children, which also leads to high levels of job stress and can have a negative impact on their ongoing well-being. Past research has pointed out that a healthy lifestyle is one of the key factors in enhancing sustainable well-being in high-stress work situations and many studies have found that good leisure activity engagement as a healthy lifestyle is associated with higher levels of well-being. However, the relationship between preschool teachers’ leisure engagement and sustainable well-being has been less explored. Therefore, this study proposed seven research hypotheses based on the engagement theory proposed by Fredricks et al. (2004) and developed a research model to explore the relationship between three types of leisure engagement, including behavioral, affective and cognitive, and preschool teachers’ job stress and sustainable well-being, using age as a control variable. This study used a cross-sectional web-based questionnaire with a convenience sample of 500 preschool teachers in China. The collected data were analyzed for reliability and validity, model fit testing and structural equation modeling for model validation after removing invalid data and incomplete responses. The results of the study showed that (a) behavioral engagement was not related with either the job stress or sustainable well-being of preschool teachers; (b) Emotional and cognitive engagement were negatively related to job stress but positively related to the sustainable well-being of preschool teachers; and (c) Job stress was negatively related to the sustainable well-being of preschool teachers; (d) Age is an effective control variable. From the above results, it is clear that not all three types of leisure engagement are effective in terms of reducing the work stress of preschool teachers. As well as being related to the sustainable well-being of preschool teachers emotional and cognitive engagement contributed more to sustainable well-being acquisition.

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Section: Discussionmentioning

confidence: 99%

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

Nong

et al. 2022

Front. Psychol.

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“…Liu et al ( 2022a ) highlights on the importance of emotional and cognitive engagement as two prominent aspects of learning engagement. The authors further discuss about how emotional and cognitive engagement further share an interactive relationship and that these two factors thereafter jointly influence learning achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Liu et al ( 2022c ) discusses the relationship between discussion pacing (i.e., instructor-paced or learner-paced discussion), cognitive presence, and learning achievements. Emotion experiences, cognitive presence or social interactions in discourses as highlighted by the works of (Liu et al, 2019 , 2022a , 2022b , 2022c ) provide some deeper and implicit features that have a definite impact on the learning achievement of the learner.…”

Section: Literature Reviewmentioning

confidence: 99%

Predictive modelling and analytics of students’ grades using machine learning algorithms

Badal

Sungkur

2022

Educ Inf Technol

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The outbreak of COVID-19 has caused significant disruption in all sectors and industries around the world. To tackle the spread of the novel coronavirus, the learning process and the modes of delivery had to be altered. Most courses are delivered traditionally with face-to-face or a blended approach through online learning platforms. In addition, researchers and educational specialists around the globe always had a keen interest in predicting a student’s performance based on the student’s information such as previous exam results obtained and experiences. With the upsurge in using online learning platforms, predicting the student’s performance by including their interactions such as discussion forums could be integrated to create a predictive model. The aims of the research are to provide a predictive model to forecast students’ performance (grade/engagement) and to analyse the effect of online learning platform’s features. The model created in this study made use of machine learning techniques to predict the final grade and engagement level of a learner. The quantitative approach for student’s data analysis and processing proved that the Random Forest classifier outperformed the others. An accuracy of 85% and 83% were recorded for grade and engagement prediction respectively with attributes related to student profile and interaction on a learning platform.

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“…Integrating interesting examples and demanding activities into short clips of video lectures is an effective teaching strategy to induce online learners' positive emotions and increase their concentration (Lee J. et al, 2021). Learning topics and forums integrated with confusing information could foster online learners' curiosity, improving learners' performance in online learning (Liu et al, 2022). Videos with good instructor images could trigger learners' positive emotions and in turn help improve their satisfaction with online learning (Yuan et al, 2021).…”

Section: Teaching Interventionsmentioning

confidence: 99%

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

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Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement

Cited by 116 publications

References 39 publications

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

Predictive modelling and analytics of students’ grades using machine learning algorithms

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

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