Emotions, Motivation, Cognitive–Metacognitive Strategies, and Behavior as Predictors of Learning Performance in Blended Learning

2018 ◽  
Vol 57 (2) ◽  
pp. 491-512 ◽  
Author(s):  
Aldo Ramirez-Arellano ◽  
Juan Bory-Reyes ◽  
Luis Manuel Hernández-Simón
Keyword(s):  
Metacognitive Strategies ◽  
Learning Performance ◽  
Management Systems ◽  
Web Based ◽  
Mexican Students ◽  
Blended Courses ◽  
Behavioral Predictors ◽  
And Behavior ◽  
The Impact ◽  
Educational Course

Several studies have focused on identifying the significant behavioral predictors of learning performances in web-based courses by examining the log data variables of learning management systems, including time spent on lectures, the number of assignments submitted, and so forth. However, such studies fail to quantify the impact of emotional, motivational, behavioral, and cognitive–metacognitive factors simultaneously. This research was an attempt to understand the relations between students’ motivation, cognitive–metacognitive strategies, behavior, and learning performance in the context of blended courses in higher education. Then, relevant predictors are used to obtain a model to classify the students’ performance and to identify those who are at risk of failing the course. The authors conducted an empirical study in a higher educational course with 137 Mexican students. Nineteen variables related to emotions, motivation, cognitive–metacognitive strategies, and behavior. Only six were found to be significant. These variables explain approximately 67% of the variance between each student’s overall grade. The model, based on those variables, correctly classifies 96% of the students.

Understanding the Impact of Individual Differences on Learner Performance Using Hypermedia Systems

2017 ◽  
Vol 12 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Rana Alhajri ◽  
Ahmed A. Alhunaiyyan ◽  
Eba' AlMousa
Keyword(s):  
Data Mining ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Performance ◽  
Web Based ◽  
Learner Performance ◽  
Using Data ◽  
Based Instruction ◽  
The Impact

In recent studies, there has been focus on understanding learner performance and behaviour using Web-Based Instruction (WBI) systems which accommodate individual differences. Studies have investigated the performance of these differences individually such as gender, cognitive style and prior knowledge. In this article, the authors describe a case-study using a large student user base. They analysed the performance of combinations of individual differences to investigate how each investigated item influenced learning performance. The data was filtered to validate the data mining findings in order to investigate the sensitivity of the results. Moving data threshold was used to evaluate their findings and to understand what could affect the performance. The authors found that certain combinations of individual differences altered a learner's performance level significantly using Data mining techniques. They conclude that designers of WBI applications need to consider the combination of individual differences rather than considering them individually in measuring learners' performance.

scholarly journals The impact of gamification on students’ learning, engagement and behavior based on their personality traits

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Rodrigo Smiderle ◽  
Sandro José Rigo ◽  
Leonardo B. Marques ◽  
Jorge Arthur Peçanha de Miranda Coelho ◽  
Patricia A. Jaques
Keyword(s):  
Learning Environment ◽  
Personality Traits ◽  
Undergraduate Students ◽  
Adverse Outcomes ◽  
First Year ◽  
Web Based ◽  
And Behavior ◽  
Open Question ◽  
Game Elements ◽  
The Impact

AbstractThe gamification of education can enhance levels of students’ engagement similar to what games can do, to improve their particular skills and optimize their learning. On the other hand, scientific studies have shown adverse outcomes based on the user’s preferences. The link among the user’s characteristics, executed actions, and the game elements is still an open question. Aiming to find some insights for this issue, we have investigated the effects of gamification on students’ learning, behavior, and engagement based on their personality traits in a web-based programming learning environment. We have conducted an experiment for four months with 40 undergraduate students of first-year courses on programming. Students were randomly assigned to one of the two versions of the programming learning environment: a gamified version composed of ranking, points, and badges and the original non-gamified version. We have found evidence that gamification affected users in distinct ways based on their personality traits. Our results indicate that the effect of gamification depends on the specific characteristics of users.First part title: Studying the impact of gamification on learning and engagement based on the personality traits of students

Assessing the Evidence for the Educational Efficacy of Webinars and Related Internet-Based Instruction

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 47S-51S ◽  
Author(s):  
W. Paul McKinney
Keyword(s):  
Public Health ◽  
Health Care ◽  
Evidence Base ◽  
Public Health Workforce ◽  
Web Based ◽  
Educational Value ◽  
Educational Efficacy ◽  
Based Instruction ◽  
And Behavior ◽  
The Impact

The proliferation of webinars and other similar web-based educational offerings attests to the interest in this instructional modality on the part of educators and learners in the public health workforce. While certain advantages of Internet-based training, including time and costs savings for learners, are evident, it is important to establish the impact of this medium on a variety of health care disciplines. To this end, a search was performed of individual studies and review articles published since 2005 that discuss the use of these methodologies by several disciplines in the domain of public health, with particular attention on randomized controlled trials and meta-analytic studies. Reports over the past decade support the belief that the health care workforce is generally satisfied with Internet-based training and that this type of training yields measurable changes in knowledge and behavior. Overall, the data strongly suggest that these techniques are better than no intervention and essentially equivalent to conventional instructional techniques. However, the specific elements that actually improve the educational value of web-based educational technologies and the evidence base for best practices in the field have yet to be identified.

The Attribution Effect: An Exploration of Self-Focused Augmented Reality, Causal Attributions of Risk, and Vaccination Intentions During Covid-19 (Preprint)

2021 ◽  
Author(s):  
Ayanna Seals ◽  
Orit Shaer ◽  
Oded Nov
Keyword(s):  
Augmented Reality ◽  
Causal Attributions ◽  
Causal Attribution ◽  
Design Feature ◽  
Perceived Threat ◽  
Practical Application ◽  
Web Based ◽  
Self Reflection ◽  
And Behavior ◽  
The Impact

BACKGROUND Self-focused augmented reality (AR) technologies layer one’s self-reflection with digital content. This design feature is growing in popularity through applications such as Instagram and TikTok, presenting an opportunity to explore perceptual and behavioral implications that may have practical application in health communication and behavior change. OBJECTIVE While previous literature suggests an impact of self-focused AR on increased negative emotions towards a health threat, perceived threat severity and susceptibility, and mitigative behavioral intentions, we aimed to examine the impact of self-focus AR on causal attributions during the COVID-19 pandemic. METHODS A between-subjects web-based experiment was conducted to compare the causal attribution and vaccine intentions of participants in self-focused AR and non-self-focused conditions. RESULTS A total of 432 participants were included in the analysis. We found that experiencing a vaccine informational animation as self-focus AR predicted higher scores of participants' internal causal attributions towards the risk of contracting the virus (B = -1.10, SE = .43, 95% CI[-1.94,-.27], β = -.30, P = .01). However, self-focused AR effects on vaccination intentions were not significant. CONCLUSIONS Our results suggest that self-focused AR may be an effective strategy for health communications aiming to increase personal causal attributions.

scholarly journals Web-Based Homework Systems: Students’ Perceptions of Course Interaction and Learning in Mathematics

2019 ◽  
Vol 1 (2) ◽  
pp. 57-62
Author(s):  
Derar Serhan
Keyword(s):  
Student Perceptions ◽  
Student Motivation ◽  
Learning Experience ◽  
Positive Influence ◽  
Study Data ◽  
Management Systems ◽  
Immediate Feedback ◽  
Web Based ◽  
The Past ◽  
The Impact

The use of web-based homework management systems has been on the rise for the past few years. These systems provide digital alternatives to the traditional paper-and-pencil assignments. The current study aimed at investigating student perceptions of the impact of the use of web-based homework systems on students’ active learning in mathematics. The study also investigated the effects of specific features of these systems such as immediate feedback and multiple attempts on student motivation and practice. Ninety-seven college students enrolled in a mathematics course participated in this study. Data were collected using a 5-point Likert-type questionnaire. The results indicated that students had a positive attitude toward the use of web-based homework systems and they also felt motivated to do more practice using the different features of these systems. Students perceived the web-based homework systems to have a positive influence on their learning experience in the classroom.

Web-Based Competency and Training Management Systems for Distance Learning

2011 ◽  
pp. 191-209
Author(s):  
Tammy Whalen ◽  
David Wright
Keyword(s):  
Employee Training ◽  
Management Systems ◽  
Organizational Training ◽  
Web Based ◽  
Training Materials ◽  
Corporate Profits ◽  
The Impact ◽  
And Training ◽  
Web Based System ◽  
The Web

The Web has had a major impact on how corporate training departments manage employee training. The evolution of computers and networks allows companies to implement a precise customer-focused approach. Through the use of competency and training management systems such as the SIGAL system used by Bell Canada, organizational training plans can be efficiently communicated throughout the organization, training needs can be linked to the performance evaluations of individual employees, and online training materials can be conveniently delivered to employees at their desktops. In the future, we predict that training management systems will evolve to incorporate analytic tools that can calculate the return on training investment, evaluate the impact of training on job performance, and determine the impact of training on corporate profits. This chapter discusses the value to companies of using a Web-based system for competency and training management, using the case of Bell Canada as an example of how companies are implementing these tools today.

scholarly journals Cant We All Use An Angel?

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Leonard Presby
Keyword(s):  
Online Courses ◽  
Focal Point ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Instructional Designers ◽  
Course Management ◽  
Web Based ◽  
The Face ◽  
Educational Course

Educational institutions are looking for ways to reach students in a better manner, in the face of increased competition, shifting demographics and tighter budgets. Offering online courses is one of the ways this problem has been approached. As the internet has become integral to our everyday lives, web-based educational course management systems have become more common and more sophisticated.  Blackboard, Webct, and ANGEL are three popular ones. The focal point of them is to aid instructors develop important learning experiences and improve learning outcomes They help to promote communication among and between students, support curriculum, assessments and surveys, facilitate team learning and group effort and feedback . This paper will help instructors and instructional designers who are considering course management systems. Results of the study show how one system provides users with superior results.

scholarly journals THE IMPACT OF IDEA MANAGEMENT SYSTEMS ON INTELLECTUAL RESOURCES DEVELOPMENT

2021 ◽  
Vol 6 ◽  
pp. 400-412
Author(s):  
Elīna Miķelsone ◽  
Tatjana Volkova ◽  
Aivars Spilbergs ◽  
Elita Liela
Keyword(s):  
Organizational Development ◽  
Methodological Approach ◽  
Management Systems ◽  
Development Research ◽  
Web Based ◽  
Intellectual Resource ◽  
Enterprise Survey ◽  
Idea Management ◽  
The Impact ◽  
Resources Development

Topicality/Problem. Idea management systems (IMS) are manageable, systematic tools, tool kits or complex systems that helps to generate and evaluate ideas and are an important element of organizational development. Many well-known organizations (e.g. Volkswagen, Microsoft, GE Healthcare, Procter and Gamble, Boeing, Siemens, etc) are successfully applying web-based IMS. But there is no research that explores the impact of web-based IMS on intellectual resources development. Research aim – to research the impact of IMS on intellectual resources development and to provide recommendations to practitioners for its broader assistance in enterprises to ensure innovation acceleration. Methodological approach. The empirical research was based on 447 enterprise survey applying. The research results show the following results: IMS application has resulted in a new intellectual resource, in a patents and improved innovation acceleration.Research limitations. Survey research may limit the generalisability of the result, because the survey target group is commercially available web-based IMS applied enterprises.Originality/value.  The research based on the empirical data analysis contributes to understanding the directions and significance of IMS impact on intellectual resources development.  

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