Unintended learning: How to maximize it for the benefit of students’ learning

Mutanaffisah, Rusyda; Widodo, Ari; Rustaman, Nuryani Y.

doi:10.1063/5.0102467

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…Students in the HD physics classroom had more difficulty remembering and correctly using variables and units on assignments. Based on brief discussions with several students, we recognized that the use of variables and units was often learned through unintentional interactions during in‐person meetings when instructors were discussing problems with student groups—sometimes called “unintended learning” (Mutanaffisah et al., 2022). For example, instructors would often direct students' attention to missing units, incorrect diagrams, or incorrect variables during labs and problem‐solving sessions.…”

Section: Resultsmentioning

confidence: 99%

Improving introductory science courses using comparative assessment across multiple modalities

Schweitzer,

Tobin,

Krerowicz

et al. 2023

New Drctns for Teach & Learn

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Section: Resultsmentioning

confidence: 99%

Improving introductory science courses using comparative assessment across multiple modalities

Schweitzer,

Tobin,

Krerowicz

et al. 2023

New Drctns for Teach & Learn

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“…For a positive learning experience, the theory of flow promotes a positive practice in the task itself. Students who have positive experiences while studying and feel gratified by their work are inclined to feel engaged and perceive learning as valuable and meaningful (de Andrade & Pagan, 2022; Mutanaffisah et al, 2022). When students experience flow in their learning process, they are in an optimal mental state that fosters active participation and commitment with academic activities (Sandoval-Obando & Muñoz, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Engagement: A Bibliometric Analysis in Scientific Production

Flores,

Ramos,

Mendoza

et al. 2023

J. Professional Business Review

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Purpose: To conduct a bibliometric analysis of the existing literature on academic engagement in order to quantify academic output, identify influential authors and journals, and assess the temporal evolution of research, providing a comprehensive bibliometric perspective with guidance for future studies in the academic field. Theoretical framework: Through a systematic search in academic databases, relevant studies about student commitment and motivation in educational contexts were identified. Design/methodology/approach: The methodology has a descriptive and exploratory approach, 816 articles were reviewed. By analyzing bibliometric indicators, it was revealed a constant growth in research in this field over the last decades, proving a growing interest in understanding and enhancing student participation in their learning process. Findings: The study identified an evolution on research themes, going from individual factors such as motivation to broader contextual issues, such as the impact of technology on the engagement and educational quality. The influence of key authors and institutions in shaping the field was highlighted, as well as a multidisciplinary approach encompassing psychology, education, medicine, and educational technology. Research, Practical & Social implications: This bibliometric study offers a panoramic and updated vision of academic engagement research. Originality/value: Its findings offer a solid foundation to future investigations and enrich the comprehension of how student participation and motivation contributes to a more meaningful learning and the improvement of educational systems.

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Unintended learning: How to maximize it for the benefit of students’ learning

Cited by 2 publications

References 15 publications

Improving introductory science courses using comparative assessment across multiple modalities

Improving introductory science courses using comparative assessment across multiple modalities

Academic Engagement: A Bibliometric Analysis in Scientific Production

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