ERIC Number: EJ1445892
Record Type: Journal
Publication Date: 2024-Oct
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Fostering Engaging Online Learning Experiences: Investigating Situational Interest and Mind-Wandering as Mediators through Learning Experience Design
Joseph T. Wong; Edward Chen; Natalie Au-Yeung; Bella S. Lerner; Lindsey Engle Richland
Education and Information Technologies, v29 n14 p18789-18815 2024
Traditionally, learning among young students has taken place within structured, physical classroom settings. However, the emergence of distance learning has introduced a diverse range of learning methods, including online, hybrid, and blended approaches. When the COVID-19 pandemic led to extended delays in in-person instruction, use of educational technologies such as asynchronous videos and online platforms were deployed to deliver mathematics curricula aligned with the Common Core State Standards (CCSS), though best practices for teaching mathematics asynchronously are not well studied. This study focuses on exploring the effectiveness of a math course on proportional reasoning that was co-designed, developed, and deployed in 5th and 6th grade Orange County classrooms. Examining the learning experience design (LXD) paradigm, this research focuses on discerning its influence on (n = 303) children's engagement during their involvement in an online, video-based math course. LXD is implemented by combining evidence-based pedagogical instructional design with human-centered user experience (UX) design. The study utilized a structural equation model to analyze the relationships between learners' user experiences, situational interest, mind-wandering, and online engagement. The results demonstrated significant direct effects between students' situational interest, user experience, and their level of online engagement. Findings also indicate that students' situational interest and mind-wandering significantly mediate the relationship between their user experiences and online engagement. These results have important theoretical and practical implications for researchers, designers, and instructors. By combining evidenced-based pedagogical learning design with human-centered user experience design, LX designers can promote situational interest, reduce mind-wandering, and increase engagement in elementary mathematics courses conducted in asynchronous online settings.
Descriptors: Electronic Learning, Learning Experience, Attention Span, Interests, Context Effect, Elementary School Mathematics, Grade 5, Grade 6, Mathematics Education, Usability, Video Technology, Learner Engagement, Student Centered Learning
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Graduate Research Fellowship Program (GRFP); National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: 2020304238; 32027447; R305A170488; R305A190467