"Why Are We Doing This?": Using Digital Reflection to Increase Student Engagement

McConnel, Jen

doi:10.18848/1835-9795/cgp/v11i02/13-22

Cited by 3 publications

(2 citation statements)

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“…In addition, prior VR learning research shows that pre-training of background information can promote further knowledge gains (Petersen et al, 2020). Overall, instructional designers can implement a variety of methods to help learners activate and apply their prior knowledge and pursue more optimal cognitive and metacognitive strategies in interactive multimodal learning environments (McGuire, 2015; Moreno & Mayer, 2007) such as guided activities (e.g., Plass & Kaplan, 2016), problem solving (e.g., Hou & Li, 2014), self-explaining (e.g., Hsu et al, 2012), prompts for reflection (e.g., McConnel, 2018), explanatory feedback (e.g., Johnson et al, 2017), pace control (e.g., Biard et al, 2018), and pre-training (e.g., Petersen et al, 2020; Pineda, 2015).…”

Section: Extending Cognitive-affective Theory Of Learning With Media ...mentioning

confidence: 99%

Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach

Huang

Roscoe

Craig

et al. 2021

Journal of Educational Computing Research

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Virtual reality (VR) has a high potential to facilitate education. However, the design of many VR learning applications was criticized for lacking the guidance of explicit and appropriate learning theories. To advance the use of VR in effective instruction, this study proposed a model that extended the cognitive-affective theory of learning with media (CATLM) into a VR learning context and evaluated this model using a structural equation modeling (SEM) approach. Undergraduate students ( n = 77) learned about the solar system in a VR environment over three sessions. Overall, the results supported the core principles and assumptions of CATLM in a VR context (CATLM-VR). In addition, the CATLM-VR model illustrated how immersive VR may impact learning. Specifically, immersion had an overall positive impact on user experience and motivation. However, the impact of immersion on cognitive load was uncertain, and that uncertainty made the final learning outcomes less predictable. Enhancing students’ motivation and cognitive engagement may more directly increase learning achievement than increasing the level of immersion and may be more universally applicable in VR instruction.

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Section: Extending Cognitive-affective Theory Of Learning With Media ...mentioning

confidence: 99%

Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach

Huang

Roscoe

Craig

et al. 2021

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…Anti-distraction measures such as halting barriers prevent distraction during this pre-reflective period (Aagaard, 2021). Other efforts to control digital distraction and foster student engagement include outlawing smartphones and other electronic gadgets from classrooms and schools (McConne, 2018). In the literature, there is a lack of agreement on a single method of fostering students' engagement in the midst of technology-driven distraction.…”

Section: Literature Reviewmentioning

confidence: 99%

Leveraging Classroom Management Technology GoGuardian Teacher to Keep Students Engaged in the Midst of Distractions

Pungong

2023

EJEDU

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Recent discussions about the use of technology in schools have underscored the importance of controlling students’ off-task behaviors enabled by digital media. This generic qualitative study aimed to investigate if the specialized technology GoGuardian Teacher assists educators in delivering instruction while keeping students on task. Sixteen certified South Carolinian public high school teachers were purposively sampled for this research. Semi-structured interviews and observation field notes aided in data collection. Interviews were conducted either virtually on Zoom or face-to-face. Qualitative data from interviews were automatically recorded and transcribed, manually coded, and analyzed using inductive thematic analysis. The findings revealed that GoGuardian Teacher effectively supported teachers in guiding students’ online activities, helping them stay on the path of productivity. Through GoGuardian technology, teachers communicated lesson resources and updates on assignments, added human elements to remote instruction, and provided scaffolded instructions to learners. Recommendations to empower teachers via professional development to unlock the tool’s full potential are essential.

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Selection of online tools for creating math tests

Zaika¹,

Vakaliuk²,

Riabko³

et al. 2021

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The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selected tools is given. Criteria for the selection of such tools were identified – functional-didactic and organizational. The following indicators belong to the functional-didactic: the presence of different types of questions, including open-ended; use of formulas, both in questions and in answers; use of pictures, both in questions and in answers; no restrictions on the length of questions and answers; instant receipt of results by the teacher, their evaluation and analysis; instant receipt of results by the respondent; to the organizational: the availability of a free version; no need to install the program; ease of use – characterizes the convenience and clarity of the interface for creating tests and their use; possibility of testing in online and offline mode; time limits, both for a single question and the whole test; random order of questions/answer options; instant demonstration of the correct answer to the respondent. With the help of expert evaluation, it was found that according to these criteria, Quizizz is the most appropriate for testing.

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"Why Are We Doing This?": Using Digital Reflection to Increase Student Engagement

Cited by 3 publications

References 0 publications

Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach

Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach

Leveraging Classroom Management Technology GoGuardian Teacher to Keep Students Engaged in the Midst of Distractions

Selection of online tools for creating math tests

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