The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

Abstract

Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.

The challenges of instructors’ and students’ attitudes in digital transformation: A case study of Saudi Universities

“…Research points out that motivated students have more opportunities for achieving higher learning performance levels, contributing to enhanced student knowledge through peer interaction, interaction with their instructors, and the study of course materials (Blasco-Arcas et al, 2013 ; Pérez-López et al, 2020 ).…”

“…In the cognitive dimension, the use of new technologies enhances the student experience and has a positive impact on collaborative learning (Pérez-López et al, 2020 ). Several examples of technological use can be provided from this perspective, such as social media, which is commonly used to enhance cognitive engagement among students and between students and their instructors.…”

“…According to Pérez-López et al ( 2020 ), the encouragement of enjoyment in educational activities produces learning engagement in the affective dimension. Students who enjoy their academic activities, have the opportunity to enhance their learning performance regarding the relationship between enjoyment, positive influences, positive outcomes, and educational achievements.…”

Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis

“…In terms of sentiment evolution in blended learning, ENA models showed a significant and positive tendency (e.g., positive sentiments) on sentiment formation at the beginning of blended learning. As the learning process progressed, the findings from ENA showed that the connections among positive-confused, negative-insightful, negative-joking and positive-joking changed significantly with the increase in blended learning activities over time (Garcia et al, 2016;Pérez-López et al, 2020). As suggested by Huang et al (2019), the periods of sentiment evolution were divided into the initial, collision and sublimation, and stable periods.…”

“…Moreover, some researchers considered social interactions to examine the sequences of multiple interactions during the process of knowledge construction (Huang et al, 2019). In the interaction process, students' sentiments are dynamic and unfold over time in blended learning contexts (Pérez-López et al, 2020). Therefore, the interaction process cannot be fully understood without examining sentiments embodied in interactions (Garcia et al, 2016).…”