Engagement during Pandemic Teaching: Report of The Eaai-21 Panel on Teaching Online and Blended AI Courses

Three panelists, Ashok Goel, Ansaf Salleb-Aouissi and Mehran Sahami explain some of the tools and techniques they used to keep their students engaged during virtual instruction. The techniques include the desire to take one’s passion for the learning materials to the virtual classroom, to ensure teacher presence, provide for cognitive engagement with the subject and facilitate social interactions. Finally, we learn about tools used to manage a large online course so as to move the many active learning exercises to the virtual classroom.

Exploring the specification of educational compatibility of virtual reality within a technology acceptance model

This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs. Implications for practice or policy: Researchers may regard educational compatibility and attitude to be redundant and exclude them from TAMs as separate constructs. Researchers could consider tailoring the perceived usefulness construct to make it more specific to the educational context, for example by including one or more educational compatibility items.

Implementation of the Frailty Care Bundle (FCB) to promote mobilisation, nutrition and cognitive engagement in older people in acute care settings: protocol for an implementation science study

Background: Older people are among the most vulnerable patients in acute care hospitals. The hospitalisation process can result in newly acquired functional or cognitive deficits termed hospital associated decline (HAD). Prioritising fundamental care including mobilisation, nutrition, and cognitive engagement can reduce HAD risk. Aim: The Frailty Care Bundle (FCB) intervention aims to implement and evaluate evidence-based principles on early mobilisation, enhanced nutrition and increased cognitive engagement to prevent functional decline and HAD in older patients. Methods: A hybrid implementation science study will use a pragmatic prospective cohort design with a pre-post mixed methods evaluation to test the effect of the FCB on patient, staff, and health service outcomes. The evaluation will include a description of the implementation process, intervention adaptations, and economic costs analysis. The protocol follows the Standards for Reporting Implementation Studies (StaRI). The intervention design and implementation strategy will utilise the behaviour change theory COM-B (capability, motivation, opportunity) and the Promoting Action on Research Implementation in Health Services (i-PARIHS). A clinical facilitator will use a co-production approach with staff. All patients will receive care as normal, the intervention is delivered at ward level and focuses on nurses and health care assistants (HCA) normative clinical practices. The intervention will be delivered in three hospitals on six wards including rehabilitation, acute trauma, medical and older adult wards. Evaluation: The evaluation will recruit a volunteer sample of 180 patients aged 65 years or older (pre 90; post 90 patients). The primary outcomes are measures of functional status (modified Barthel Index (MBI)) and mobilisation measured as average daily step count using accelerometers. Process data will include ward activity mapping, staff surveys and interviews and an economic cost-impact analysis. Conclusions: This is a complex intervention that involves ward and system level changes and has the potential to improve outcomes for older patients.

How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

The Renewal of Perception in Religious Faith and Biblical Narrative

Religious faith may manifest itself, among other things, as a mode of seeing the ordinary world, which invests that world imaginatively (or inspiredly) with an unseen depth of divine intention and spiritual significance. While such seeing may well be truthful, it is also unavoidably constructive, involving the imagination in its philosophical sense of the capacity to organize underdetermined or ambiguous sense date into a whole or gestalt. One of the characteristic ways in which biblical narratives inspire and teach is by renewing their characters’ and readers’ imagination. The texts do so not inexorably but in a similar way as (other) works of art. This paper therefore investigates the ways in which works of art engage and develop the imagination, and thereby enable renewed perceptual and cognitive engagement with the world. The paper introduces predictive processing as a helpful psychological theory for analyzing this dynamic, and outlines questions for further research.

A Book Review on Fifty Strategies to Boost Cognitive Engagement

Along with research-based and state-of-the-art reviews, book reviews can be found in language teacher periodicals. However, less attention has been given to reviews on academic books emphasizing on the issues of cognitive engagement. As such, this paper seeks to review the book entitled, Fifty Strategies to Boost Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development) by Rebecca Stobaugh. Generally, this book adds to our understanding of how an educator needs to improve on the skill of engagement particularly through the cognitive domain.

Student learning engagement in the online class

Learning online in the pandemic era raises a challenge for educators (lecturer). The challenge comes from the effectiveness of online media used and the good atmosphere built in the interactions between lecturers and students. It is due to several factors that may contribute to learning success; one of them is student engagement. This research aimed to explore student engagement in Paragraph Writing online class, involving behavioral, emotional, and cognitive engagement. The participants involved in this study are second-semester students of the English Department at a private college in Jombang. Using a case study, the researchers used observation and questionnaire to obtain the data. Based on the analysis, the results revealed that students tend to be actively engaged in behavioral and cognitive engagement. Furthermore, students’ perception toward their engagement in the dimension of behavior, emotion, and cognition gained positive results. DOI: 10.26905/enjourme.v6i2.6128

The Influence of Student Engagement on Mathematical Achievement among Secondary School Students

Student engagement is a multidimensional construct that predicts learning performance. However, student engagement receives limited attention, especially in mathematics. Thus, this study conducts a survey to determine the influence of student engagement on mathematical achievement. Stratified random sampling was employed to select secondary school students (n = 1000). Questionnaires and end-of-year examination grades were collected as data on student engagement and respective mathematics achievement. The findings indicate that there is a significant relationship between cognitive engagement, affective engagement, behavioural engagement, and mathematical achievement. The results of multiple linear regression analysis show that affective engagement is the largest predictor of mathematical achievement (β = 0.743, p < 0.001), followed by behavioural engagement (β = 0.585, p < 0.001), and cognitive engagement (β = −0.375, p < 0.01). This suggests that policymakers should formulate a curriculum that enables the improvement of affective and behavioural engagement. Furthermore, this study recommends that school administrators and teachers plan and implement activities that stimulate such engagement.

Examining adolescent maltreatment and connections to school engagement

This article examines how maltreatment experienced by adolescents is related to school engagement. Maltreatment includes physical, mental, and sexual violence along with sexual harassment, neglect, and witnessing domestic violence. School engagement refers to the students’ relationship to all activities in the school. It describes students’ thoughts, activities and participation as well as their emotions in relation to school. Analysis is based on the Finnish School Health Promotion data ( N = 155,299) and analyzed by linear regression analysis. Results indicate that adolescents’ maltreatment experiences are related to school engagement, regardless of gender, age, family structure, or immigrant background. Maltreatment increases functional engagement and decreases emotional and cognitive engagement. These results thus confirm that maltreatment can also cause immersion in schoolwork. The results can be used to prevent lower school engagement and maltreatment of adolescents.