Improving the Academic Self-Efficacy of Students Using Mobile Educational Apps in Virtual Learning: A Review

Hussain, Azham; Mkpojiogu, Emmanuel O.C.; Ezekwudo, Celestina Chinenye

doi:10.3991/ijim.v15i06.20627

Cited by 17 publications

(11 citation statements)

References 15 publications

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“…These features might be the cause of enhancing the student's knowledge and self-efficacy in learning chemistry. It was consistent with the sources of self-efficacy described in Bandura [7] that was performance accomplishment, refer to students' actual experiences of success in task performance [13], the best way to improve students' performance was practice [21]. The virtual lab simulation allowed students to understand the concepts of chemistry through interactive 3D visualization and to perform successfully a task via the virtual lab experiment.…”

Section: Discussionsupporting

confidence: 59%

Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

Peechapol

2021

Int. J. Emerg. Technol. Learn.

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The purpose of this study was to investigate the effect of virtual laboratory simulation in chemistry on learning achievement, self-efficacy, and learning experience for first-year undergraduate students. This research was quasi-experiment with a two-group pretest-posttest design. The research used a purposive sampling of 95 first-year undergraduate students who enrolled in general chemistry subject. The participants were classified into two groups that consisted of the control group and the experimental group. Each group comprised members with low and high knowledge levels from the pre-test score. The control and experiment groups were required to learn chemistry topics in a traditional lecture for 3 hours. For the experimental group, students attended learning with the virtual lab simulation in chemistry for 1.5 hours. The results demonstrated that virtual lab simulation in chemistry had a positive effect on learning achievement, self-efficacy, and learning experience. The students who participated in the traditional lecture followed by virtual lab simulation had significantly higher knowledge and self-efficacy scores than learning through only a traditional lecture. Moreover, the effect of virtual lab simulation differed depending on levels of the students’ initial knowledge and self-efficacy at pre-test, the group of low knowledge and self-efficacy levels gained a positive impact that was higher than the high-level group. The results of the learning experience found that virtual lab simulation encouraged students’ motivation in learning and understanding the concept of chemistry via interactive 3D simulation. The results of this study indicated that virtual lab simulation could be an effective tool in supporting learning achievement and self-efficacy for learning chemistry. It was effective when a traditional lecture in chemistry was supplemented by virtual lab simulation-based learning.

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Section: Discussionsupporting

confidence: 59%

Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

Peechapol

2021

Int. J. Emerg. Technol. Learn.

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“…It can be argued that a sense of self-efficacy enables a person to trust in his abilities to withstand obstacles that prevent him from achieving his goals. The students’ academic self-efficacy allows them to achieve their objectives and ambitions ( Hussain et al, 2021 ). Motivation is impacted by some contextual factors: external stimuli, temperament, objective, and instruments for achieving goals.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Engagement and Academic Achievement Under Impact of Academic Self-Efficacy Through Mediation of Learning Agility—Evidence From Music Education Students

Zhang

2022

Front. Psychol.

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The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement.

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“…Expectations come before real usage experience (Olsson, 2012). Yogasara et al (2011) used the phrase "expected user experience" to describe "the experiences and sentiments that the user anticipates to have while imagining utilizing an interactive product or system" (Hussain et al, 2021a;2021b;2021c).…”

Section: Introductionmentioning

confidence: 99%

Understanding Users' Ux Needs Through the Lenses of Psychological Needs Theories: Users' Expectations and Felt Experiences

2022

Proceedings of the 16th International Conference on Interfaces and Human Computer Interaction 2022 and 15th International Confe

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The purpose of this study was to conduct a literature review in order to gather material that would serve to underpin and support a link between UX requirements and psychological theories. In the paper, relevant sources from extant literature were accessed and synthesized. The outcome revealed that psychological theories support user experience needs. UX needs as psychological needs are fully supported by psychological theories. In the light of this, the search for ways to meet these needs should be done using psychological needs fulfillment strategies. Further studies will investigate ways of meeting these user experience needs and how these needs can be modeled for UX design and evaluation.

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Improving the Academic Self-Efficacy of Students Using Mobile Educational Apps in Virtual Learning: A Review

Cited by 17 publications

References 15 publications

Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-Efficacy, and Learning Experience

Sustainable Engagement and Academic Achievement Under Impact of Academic Self-Efficacy Through Mediation of Learning Agility—Evidence From Music Education Students

Understanding Users' Ux Needs Through the Lenses of Psychological Needs Theories: Users' Expectations and Felt Experiences

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