The changing nature of student engagement during a digital learning task

Paul J. Wiseman*, Jason M. Lodge, Amaël Arguel, Gregor E. Kennedy

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

    Abstract

    The construct of student engagement has been useful in understanding students' motivation in digital learning environments where they are required to show increased autonomy and independence in learning. Increasing clarity around this construct has allowed researchers to more accurately describe the nature of student engagement and the context in which it is being investigated. At a task-level, psychological states of engagement have been shown to be beneficial for students' positive learning experience, and performance. Despite this, we still lack knowledge of how these engaged states unfold or sustain during a learning task. In this paper we report on a qualitative study that investigated undergraduate students' experiences of psychological states of engagement in a digital learning task. Findings revealed that the three dimensions of engagement - cognition, affect, and behaviour - changed in intensity, with students experiencing both times of engagement and of not being engaged through the course of a digital learning task.

    Original languageEnglish
    Title of host publicationMe, Us, IT! Proceedings ASCILITE2017
    Subtitle of host publication34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
    EditorsH. Partridge, K. Davis, J. Thomas
    Place of PublicationTugun, Queensland
    PublisherASCILITE
    Pages433-440
    Number of pages8
    Publication statusPublished - 2017
    EventInternational Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (34th : 2017) - Toowoomba, Australia
    Duration: 4 Dec 20176 Dec 2017

    Conference

    ConferenceInternational Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (34th : 2017)
    Abbreviated titleASCILITE 2017
    CountryAustralia
    CityToowoomba
    Period4/12/176/12/17

    Bibliographical note

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