Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
64,567
result(s) for
"Learning Experience"
Sort by:
Learning experience design with immersive virtual reality in physics education
Immersive Virtual Reality (VR) simulations are argued to support students’ learning of complex scientific phenomena via the use of realistic graphics and interactions that students can hardly experience in everyday life. However, the integration of immersive VR simulations in science classrooms introduces new challenges, whilst there is a lack of learning designs to inform practice. As part of this study, we firstly present a learning experience (LX) design seeking to introduce an immersive VR simulation in Physics classrooms to support high-school students’ understanding of the Special Theory of Relativity. Then, we present an empirical investigation on the enactment and evaluation of the proposed LX design, with 109 high-school students (10–11th graders). A mixed-method approach was adopted to evaluate students’ conceptual learning gains along with their perceptions of the learning experience, encompassing the immersive VR simulation and the inquiry-based learning process adopted. We reflect on our LX design aimed at the integration of an immersive VR simulation in an inquiry-based learning environment and we highlight questions for further research.
Journal Article
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
Journal Article
The L2 motivational self system: A meta-analysis
This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
Journal Article
The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners
The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the ideal L2 self, the ought-to L2 self, and the L2 learning experience, as well as learners' intended learning efforts. The participants' L2 proficiency was then measured with an EFL reading and writing test. Descriptive and inferential analyses of the collected data revealed-as expected-that the components of the L2MSS were a good predictor of the learners' intended learning efforts. However, the study also established that in this learner population these components were not consistently correlated with L2 achievement. The findings can be treated as evidence that self-reported motivation does not always have behavioral consequences. (Verlag).
Journal Article
Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses
Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students’ learning behaviors while considering students’ social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study (N = 181) assessed associations of students’ social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students’ course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students’ learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students’ social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.
Journal Article
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.
Journal Article
Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design
This paper explores the adoption of an entangled eclecticism perspective in Learning Experience Design (LXD), integrating a sociotechnical-pedagogical systems approach. It emphasizes the significance of considering the sociocultural, technological, and pedagogical dimensions of learning as a cohesive, interconnected ecology to design effective learning experiences. The authors discuss the implications of this perspective on learning outcomes, methodologies, and the selection of relevant theories for design. The aim is to guide the creation of learning experiences that are not only effective, efficient, and appealing but also deeply empathetic, culturally sensitive, and responsive to the evolving dynamics of learning environments. Concluding that LXD is a complementary approach to traditional learning design, the paper underscores its evolution, drawing from multiple traditions to offer a holistic framework for educational design and technology. This approach strives for learning experiences that are not just effective and efficient, but also culturally sensitive and empathetic, adapting to the dynamic nature of learning environments. Broader implications of this approach and directions for future research are discussed.
Journal Article
An Experiential Learning Perspective on Students' Satisfaction Model in a Flipped Classroom Context
Recent years have witnessed an increasing interest in the flipped classroom model, and many flipped programs have been funded and implemented to explore the effectiveness of this new model. However, previous studies centering on comparative assessment have indicated that it is not always entirely successful in terms of promoting students' performance and/or satisfaction, which warrants further research on the contributing factors and driving mechanism accounting for students' perceptions of flipped settings. In order to fill this gap, in this study, a students' satisfaction model for the flipped classroom was constructed based on the experiential learning theory. A total of 178 undergraduate students in Mainland China participated in 32-week College English flipped classes, from whom 146 valid questionnaires were obtained. The proposed research model was evaluated through longitudinal surveys followed by the structural equation modeling technique. The results indicated that, compared with the designs of Personalized Learning Climate, learners' Prior Learning Experience is a far more significant antecedent for predicting their satisfaction. Furthermore, Perceived Quality (with five first-order dimensions) and Perceived Value are two vital mediators to student satisfaction. The implications of this study are also discussed.
Journal Article