scholarly journals Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom

2021 ◽  
Vol 19 (6) ◽  
pp. pp531-547
Author(s):  
Kelvin Wan ◽  
Vivian King ◽  
Kevin Chan
Keyword(s):  
Learning Outcomes ◽  
Research Evidence ◽  
Path Model ◽  
Knowledge Gain ◽  
Game Based Learning ◽  
Constructive Learning ◽  
Self Regulated Learning ◽  
Performance Expectancy ◽  
Undergraduate University Students ◽  
Regulated Learning

Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.

scholarly journals Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes

2019 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Santi Eka Ambaryani ◽  
◽  
Winarti Winarti ◽  
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Average Score ◽  
Control Group ◽  
Science Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mathematics And Science

Self-regulated learning is an effort to manage an individual’s learning. This research aims to 1) determine the strategy of self-regulated learning (SRL) based on problem-solving toward the learners’ learning outcomes and 2) determine the learning outcome improvement of the learners in learning by using the SRL based-problem solving. This research is quantitative research with quasi-experimental type and pretest-posttest control group design. The sampling technique was purposive sampling. The research population covered all in Senior High School (SMA 5) Yogyakarta. The samples were from the tenth graders of Mathematics and Science Program 3 as the control group and Mathematics and Science Program 1 as the experimental group. The data collection methods consisted of test and non-test. The analysis result were, the hypothesis test showed that the applied strategy influenced the learners’ learning outcomes and the learners’ learning outcomes had improvements with the N-gain average score of 0.590, categorized moderate. Keywords: Problem-Solving, Self-Regulated Learning Strategy, Simple Harmonic Motion

scholarly journals Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

2020 ◽  
Vol 14 (09) ◽  
pp. 110 ◽  
Author(s):  
Cecep Kustandi ◽  
Hirmana Wargahadibrata ◽  
Dini Nur Fadhillah ◽  
Suprayekti Suprayekti ◽  
Kunto Imbar Nursetyo
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Flipped Classroom ◽  
Self Regulated Learning ◽  
Self Confidence ◽  
Regulated Learning ◽  
Study Programs ◽  
E Learning ◽  
Faculty Of Education ◽  
Education Science

<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) &gt; ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive<strong>.</strong></p>

scholarly journals Self-regulated learning support in flipped learning videos enhances learning outcomes

2020 ◽  
Vol 158 ◽  
pp. 104000 ◽  
Author(s):  
David C.D. van Alten ◽  
Chris Phielix ◽  
Jeroen Janssen ◽  
Liesbeth Kester
Keyword(s):  
Learning Outcomes ◽  
Learning Support ◽  
Flipped Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Relations of Motivational Beliefs and Self-Regulated Learning Outcomes for Iranian College Students

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1202-1204 ◽  
Author(s):  
Soghra Ostovar ◽  
Mohammad Khayyer
Keyword(s):  
College Students ◽  
Learning Outcomes ◽  
Test Anxiety ◽  
Motivational Strategies ◽  
Motivational Beliefs ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study examined the correlations of scores for motivational beliefs and self-regulated learning outcomes among 200 college students who responded to Motivational Strategies for Learning Questionnaire. Analysis showed a positive correlation between scores for motivational beliefs and self-regulated learning outcomes but a negative one for scores on test anxiety and self-regulated learning.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

scholarly journals Correlation of Learning Motivation with Self Regulated Learning at SMA Negeri 1 Tasikmalaya City

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Romy Faisal Mustofa ◽  
Alyaa Nabiila ◽  
Suharsono Suharsono
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Constructive Process ◽  
Regression Test ◽  
Regulated Learning ◽  
Biology Learning

Self regulated learning is a constructive process that is active in setting learning goals. This ability should be owned by every individual to become a successful learner. Another thing students must have in order to be successful in the process and learning outcomes is motivation. This research was conducted to investigate the correlation between motivational of biology learning with self regulated learning (SRL) in grade X MIPA 9 SMA Negeri 1 Kota Tasikmalaya. The research was carried out in April 2019. The research method used was correlation. The population of this research was all students of  X MIPA 9 as many as 30 people. Samples were taken using saturated sampling techniques so that the entire population was sampled. The research instrument used in this study was Motivated Strategies for Learning Questionnaire (MSLQ) consists of 2 parts namely motivational belief and self regulated learning strategies. The data analysis technique used was bivariate correlation regression test. Based on the results of the study can be concluded that there is a significant simultaneous correlation between motivational of biology learning and with self regulated learning (R= 0,761; R2 = 0,580). It means that the contribution from motivational of biology learning towards SRL is 58%.

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