Learner-generated material: the effects of ubiquitous photography on foreign language speaking performance

Huynh, Thu-Nguyet; Lin, Chi-Jen; Hwang, Gwo‐Jen

doi:10.1007/s11423-022-10149-1

Cited by 3 publications

(3 citation statements)

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“…Studies showed that learner-generated digital materials could provide a positive and authentic learning experience. For example, Huynh et al (2022) found that learner-generated digital materials enhance students' learning outcomes and decrease mental effort. Similarly, Bakla (2018) found that learner-generated digital materials provide a sense of joy, positive attitudes towards the learning experience and active learning.…”

Section: Learner-generated Digital Materials As a Learning Approachmentioning

confidence: 99%

“…Learner-generated digital materials refer to artefacts created by students through digital tools that allow students to enhance their ability to understand information and demonstrate their learning (Reyna, Meier, Geronimo, & Rodgers, 2016). Studies found that learner-generated digital materials can enhance students' learning outcomes (Huynh, Lin, & Hwang, 2022), satisfaction (Moon, 2020), a sense of joy, positive attitudes towards the learning experiences and active learning (Bakla, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Several recent studies recommended that future researchers examine the impact of learner-generated digital materials on engaging students in the process of active learning and higher-order learning skills (Bakla, 2018;Reyna, Hanham, Vlachopoulos, & Meier, 2021). Huynh et al (2022) recommended that future studies investigate the responses of students to learner-generated digital materials. Therefore, this study aimed to investigate the effect of learner-generated digital materials on students' learning and self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

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The effect of learner-generated digital materials on learners’ deep learning approach and self-efficacy

Alwafi

2023

JEELR

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This study aimed to explore the effect of learner-generated digital materials on students’ deep learning approach and self-efficacy. A quasi-experimental design that involves a pre-test, a post-test, a control group and an experiment group was used in this study which involved 51 students (25 students participated in the control group and 26 students participated in the experiment group). A questionnaire was used to measure students’ deep learning approach and self-efficacy. The study found that students in the experimental group improved their deep learning approach and self-efficacy more than students in the control group. Learner-generated digital materials can enhance students’ learning experiences. This study contributes new knowledge about the methods by which learner-generated digital material can be used as a learning approach. It also provides insight on how digital tools can be used to support students learning. This study provides recommendations for employing learner-generated digital materials to engage students in the learning experience.

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Section: Learner-generated Digital Materials As a Learning Approachmentioning

confidence: 99%