scholarly journals Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

2019 ◽  
Vol 36 (2) ◽  
pp. 128-146 ◽  
Author(s):  
Crystal Han‐Huei Tsay ◽  
Alexander K. Kofinas ◽  
Smita K. Trivedi ◽  
Yang Yang
Keyword(s):  
Student Engagement ◽  
Empirical Evaluation ◽  
Learning Systems ◽  
Novelty Effect ◽  
Gamified Learning ◽  
And Performance

Novelty Effect and Student Engagement in a Technology-mediated Gamified Learning System

2018 ◽  
Vol 2018 (1) ◽  
pp. 13030 ◽  
Author(s):  
Crystal Han-Huei Tsay ◽  
Alexander Kofinas ◽  
Smita Kishor Trivedi
Keyword(s):  
Student Engagement ◽  
Learning System ◽  
Novelty Effect ◽  
Gamified Learning

Using Multiple-Stimulus Without Replacement Preference Assessments to Increase Student Engagement and Performance

2017 ◽  
Vol 26 (1) ◽  
pp. 5-10
Author(s):  
Adam D. Weaver ◽  
Brian C. McKevitt ◽  
Allie M. Farris
Keyword(s):  
Student Engagement ◽  
Academic Outcomes ◽  
Emotional And Behavioral Disorders ◽  
Preference Assessment ◽  
Preference Assessments ◽  
Multiple Stimulus Without Replacement ◽  
Multiple Stimulus ◽  
History Of ◽  
And Performance

Multiple-stimulus without replacement preference assessment is a research-based method for identifying appropriate rewards for students with emotional and behavioral disorders. This article presents a brief history of how this technology evolved and describes a step-by-step approach for conducting the procedure. A discussion of necessary materials and data sheets is included. Finally, a case study is presented to illustrate how the procedure can be used to improve behavioral and academic outcomes.

An Empirical Evaluation of Information Sharing Between Australia-Singapore Beef Organisations in Light of Trust and ICT Diffusion

2017 ◽  
pp. 23-53
Author(s):  
Latif Al-Hakim ◽  
Melissa Johnson Morgan ◽  
Roberta Chau
Keyword(s):  
Information Exchange ◽  
Gap Analysis ◽  
Empirical Evaluation ◽  
Exchange Relationships ◽  
Validity Analysis ◽  
Business Partners ◽  
Cross Border ◽  
Perceived Performance ◽  
Use Of Technology ◽  
And Performance

This study investigates cross-border collaboration between beef organisations in Australia and Singapore. It aims to identify factors impacting trust and technology diffusion by gauging gaps between expected importance and perceived performance rating of the factors. The research presents results of a survey comprising 69 beef organisations from Australia and Singapore. The research identifies critical gaps using two methods of analysis; validity analysis and performance gap analysis. Each method comprises two types of tests. The WarpPLS software is used to perform the validity analysis. Results indicate gaps in level of responsiveness. The research concludes that the success of cross-border collaboration between organisations in both Australia and Singapore can be better achieved through the establishment of information exchange relationships, rather than through the use of technology alone, and by ensuring compatibility between business partners.

Testing, Evaluation and Performance of Optimization and Learning Systems

2002 ◽  
pp. 27-39 ◽  
Author(s):  
D. Whitley ◽  
J. P. Watson ◽  
A. Howe ◽  
L. Barbulescu
Keyword(s):  
Learning Systems ◽  
And Performance

Separate worlds: The influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall

2017 ◽  
Vol 49 ◽  
pp. 55-64 ◽  
Author(s):  
David J. Shernoff ◽  
Alexander J. Sannella ◽  
Roberta Y. Schorr ◽  
Lina Sanchez-Wall ◽  
Erik A. Ruzek ◽  
...  
Keyword(s):  
Student Engagement ◽  
Lecture Hall ◽  
Classroom Experience ◽  
Seating Location ◽  
And Performance

Effects of Student Interests on Engagement and Performance in Biomechanics

2020 ◽  
Vol 36 (5) ◽  
pp. 360-367
Author(s):  
Erika M. Pliner ◽  
April A. Dukes ◽  
Kurt E. Beschorner ◽  
Arash Mahboobin
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Teaching ◽  
Teaching Method ◽  
Underrepresented Students ◽  
Summer Program ◽  
Pedagogical Techniques ◽  
Student Interests ◽  
And Performance ◽  
And Mathematics

There is a need for pedagogical techniques that increase student engagement among underrepresented groups in engineering. Relating engineering content to student interests, particularly through biomechanics applications, shows promise toward engaging a diverse group of students. This study investigates the effects of student interests on engagement and performance in 10th grade students enrolled in a summer program for students underrepresented in the science, technology, engineering, and mathematics fields. The authors assessed the effects of interest-tailored lectures on student engagement and performance in a 5-week program with bioengineering workshops, focusing on the delivery of biomechanics content. A total of 31 students received interest-tailored lectures (intervention) and 23 students received only generic lectures (control) in biomechanics. In addition, the authors assessed the effects of teaching method (lecture, classroom activities, and laboratory tours) on student engagement. The authors found interest-tailored lectures to significantly increase student engagement in lecture compared with generic lectures. Students that received interest-tailored lectures had an insignificant, but meaningful 5% increase in student performance. Students rated laboratory tours higher in engagement than other teaching methods. This study provides detailed examples that can directly assist student teaching and outreach in biomechanics. Furthermore, the pedagogical techniques in this study can be used to increase engagement of underrepresented students in engineering.

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

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