東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Analysis of Student Cyclic Responses...

Bessell, Mary.

Linked to FindBook

Google Book

Amazon

博客來

Analysis of Student Cyclic Responses and Tri-Engagement Levels in a Global Learning Environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of Student Cyclic Responses and Tri-Engagement Levels in a Global Learning Environment./
Author:	Bessell, Mary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	80 p.
Notes:	Source: Masters Abstracts International, Volume: 81-10.
Contained By:	Masters Abstracts International81-10.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741797
ISBN:	9781658458252

Analysis of Student Cyclic Responses and Tri-Engagement Levels in a Global Learning Environment.
Bessell, Mary.

Analysis of Student Cyclic Responses and Tri-Engagement Levels in a Global Learning Environment. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 80 p.

Source: Masters Abstracts International, Volume: 81-10.

Thesis (M.S.)--University of Southern California, 2020.

This item must not be sold to any third party vendors.

Higher academic success is noted in students who are behaviorally, cognitively, and emotionally engaged (tri-engagement) and have positive learning experiences. In order to gain a better understanding of how students respond to engagement stimuli and the relationships between these engagement categories and academic success, a global learning environment (iPodia) was used to simultaneously stimulate students behaviorally, cognitively, and emotionally. Student surveys, teaching assistant surveys, lectures and group activities were observed, and facial emotional recognition analysis was used to measure student responses. Those methods found that students experienced tri-engagement where 55% of students were positively engaged, 34% of students were neutrally engaged, and 11% of students were negatively engaged throughout all lectures and group activities. Comparisons of the overall tri-engagement levels of the iPodia class with group activity feedback were used to measure the relationship between tri-engagement and academic success. Since r(105) = 0.87 and p = 0.001 for α = 0.05, tri-engagement is strongly and significantly associated with academic success. These results indicated that the iPodia learning environment successfully stimulated students behaviorally, cognitively, and emotionally and that there was a direct relationship between tri-engagement and academic success.

ISBN: 9781658458252Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Academic success

Analysis of Student Cyclic Responses and Tri-Engagement Levels in a Global Learning Environment.
LDR:02614nmm a2200373 4500 001 2277997
005 20210611081959.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9781658458252
035 $a (MiAaPQ)AAI27741797
035 $a AAI27741797
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bessell, Mary. $3 3556356
245 1 0 $a Analysis of Student Cyclic Responses and Tri-Engagement Levels in a Global Learning Environment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 80 p.
500 $a Source: Masters Abstracts International, Volume: 81-10.
500 $a Advisor: Lu, Stephen.
502 $a Thesis (M.S.)--University of Southern California, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Higher academic success is noted in students who are behaviorally, cognitively, and emotionally engaged (tri-engagement) and have positive learning experiences. In order to gain a better understanding of how students respond to engagement stimuli and the relationships between these engagement categories and academic success, a global learning environment (iPodia) was used to simultaneously stimulate students behaviorally, cognitively, and emotionally. Student surveys, teaching assistant surveys, lectures and group activities were observed, and facial emotional recognition analysis was used to measure student responses. Those methods found that students experienced tri-engagement where 55% of students were positively engaged, 34% of students were neutrally engaged, and 11% of students were negatively engaged throughout all lectures and group activities. Comparisons of the overall tri-engagement levels of the iPodia class with group activity feedback were used to measure the relationship between tri-engagement and academic success. Since r(105) = 0.87 and p = 0.001 for α = 0.05, tri-engagement is strongly and significantly associated with academic success. These results indicated that the iPodia learning environment successfully stimulated students behaviorally, cognitively, and emotionally and that there was a direct relationship between tri-engagement and academic success.
590 $a School code: 0208.
650 4 $a Higher education. $3 641065
650 4 $a Instructional design. $3 3172279
653 $a Academic success
653 $a Classrooms without borders
653 $a Engineering education
653 $a Global learning environment
653 $a Product development engineering
653 $a Student engagement
690 $a 0745
690 $a 0447
710 2 $a University of Southern California. $b Mechanical Engineering. $3 1669217
773 0 $t Masters Abstracts International $g 81-10.
790 $a 0208
791 $a M.S.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741797