Fostering Students’ Attitude Towards Online Learning: The Mediation Effect of Satisfaction and Perceived Performance

Ngah, Abdul Hafaz; Rashid, Rosyati Abdul; Ariffin, Nur Asma; Ibrahim, Fauzayani; Osman, Noor Azuan Abu; Kamalrulzaman, Nurul Izni; Mohamad, Mohamad Firdaus Halimi; Harun, Nor Omaima

doi:10.1007/978-3-030-82616-1_26

Cited by 7 publications

(2 citation statements)

References 33 publications

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“…In this study, ARCS motivation factors (attention, relevance, confidence, and satisfaction) strongly and positively influenced learning attitudes (B = 0.48, p < 0.001), confirming the relationship in previous studies (Galbis-Córdoba et al, 2017;Ngah et al, 2021). Most previous studies examined the relationship between ARCS and learning performance (Su & Cheng, 2015) or motivation (Wahyudi et al, 2017).…”

Section: Discussionsupporting

confidence: 88%

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Liu

Huang

2022

IJ STEM Ed

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Background This study proposes a learning cycle and a comprehensive research framework that integrates Bloom’s taxonomy: the cognitive domain (cognitive load), affective domain (attitude and motivation) and psychomotor domain (implementation of science, technology, engineering, arts, and math [STEAM] activities) to explore the relationship between these learning domains and learning intention. The proposed innovative mediated-moderation model includes second-order factors derived from the technology acceptance model (TAM) (perceived usefulness, perceived ease of use, and perceived enjoyment), the attention, relevance, confidence and satisfaction (ARCS) model, and cognitive load (mental load and mental effort) to explain the continuous learning intention of STEAM education. Results A teaching material was designed for the STEAM activity, and an empirical experiment was subsequently conducted. The empirical experiment of STEAM activities with our design teaching material (micro:bit with artificial intelligence-based concept) was conducted at a university and an elementary school; a total of 145 questionnaire survey data were collected after the activities. University student participants were 20–24 years old and the elementary school student participants were at the K5–K6 level. The results showed that perceived usability directly influenced learning intention and strengthened the relationship between learning attitudes and intention. The ARCS plays a critical moderating role that positively influenced perceived usability and strengthened its effects on learning attitudes. Regarding the mediating effects, cognitive load negatively influenced perceived usability. Conclusions The findings of this study revealed that critical factors affect students’ learning attitudes and intentions regarding STEAM education. The theoretical and educational implications of these findings were proposed to future instructors.

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Section: Discussionsupporting

confidence: 88%

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Liu

Huang

2022

IJ STEM Ed

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“…In other word, enforcing students into online learning, caused by COVID-19, may aggravate rich-poor polarities, so as to disrupt educational equities [22][23][24][25]. There were considerable findings for the close association between learning attitude and learning performance [26][27][28]. Iqra and colleague (2021) demonstrated that negative attitudes for online learning technology, study environment and teaching interaction prospectively predicted poor performance [29].…”

Section: Introductionmentioning

confidence: 99%

Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence

Liu

Gong

Miao

et al. 2022

IJERPH

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The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0–17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6–16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic (p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly (p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.

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Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude

Gökoğlu,

Karaoğlan Yılmaz,

Yılmaz

2024

J. Comput. Educ.

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Fostering Students’ Attitude Towards Online Learning: The Mediation Effect of Satisfaction and Perceived Performance

Cited by 7 publications

References 33 publications

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence

Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude

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