The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds

Anupam Makhija; Deborah Richards; Jesse de Haan; Frank Dignum; Michael J. Jacobson

doi:10.1007/978-3-319-93843-1_22

The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds

Anupam Makhija, Deborah Richards^*, Jesse de Haan, Frank Dignum, Michael J. Jacobson

^*Corresponding author for this work

School of Computing

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

11 Citations (Scopus)

Abstract

Educational virtual worlds (EVWs) are emerging as immersive learning environments that allow students to engage in experiential learning. However, understanding whether individual student differences influence learning behaviours and adapting the EVW accordingly has not been extensively investigated. This paper reports an experimental study with 115 undergraduate students to explore the link between their gender, personality, cognitive and affective engagement in relation to their academic engagement, measured by a quiz after using the world. We also explore whether providing hints can improve their academic engagement in the EVW. Only personal support (a factor of affective engagement) and intrinsic motivation (a factor of cognitive engagement) were found to be related to the quiz score. Also the personality dimension of Openness indicated student propensity to accept support.

Original language	English
Title of host publication	Artificial Intelligence in Education
Subtitle of host publication	19th International Conference, AIED 2018, Proceedings, Part I
Editors	Carolyn Penstein Rosé, Roberto Martínez-Maldonado, H. Ulrich Hoppe, Rose Luckin, Manolis Mavrikis, Kaska Porayska-Pomsta, Bruce McLaren, Benedict du Boulay
Place of Publication	Cham
Publisher	Springer, Springer Nature
Pages	297-310
Number of pages	14
ISBN (Electronic)	9783319938431
ISBN (Print)	9783319938424
DOIs	https://doi.org/10.1007/978-3-319-93843-1_22
Publication status	Published - 1 Jan 2018
Event	19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom Duration: 27 Jun 2018 → 30 Jun 2018

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	10947 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	19th International Conference on Artificial Intelligence in Education, AIED 2018
Country/Territory	United Kingdom
City	London
Period	27/06/18 → 30/06/18

Keywords

Academic engagement
Affective engagement
Big five factor
Cognitive engagement
Educational virtual world
Personality

Access to Document

10.1007/978-3-319-93843-1_22

Cite this

Makhija, A., Richards, D., de Haan, J., Dignum, F., & Jacobson, M. J. (2018). The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds. In C. Penstein Rosé, R. Martínez-Maldonado, H. U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren, & B. du Boulay (Eds.), Artificial Intelligence in Education: 19th International Conference, AIED 2018, Proceedings, Part I (pp. 297-310). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10947 LNAI). Springer, Springer Nature. https://doi.org/10.1007/978-3-319-93843-1_22

Makhija, Anupam ; Richards, Deborah ; de Haan, Jesse et al. / The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds. Artificial Intelligence in Education: 19th International Conference, AIED 2018, Proceedings, Part I. editor / Carolyn Penstein Rosé ; Roberto Martínez-Maldonado ; H. Ulrich Hoppe ; Rose Luckin ; Manolis Mavrikis ; Kaska Porayska-Pomsta ; Bruce McLaren ; Benedict du Boulay. Cham : Springer, Springer Nature, 2018. pp. 297-310 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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title = "The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds",

abstract = "Educational virtual worlds (EVWs) are emerging as immersive learning environments that allow students to engage in experiential learning. However, understanding whether individual student differences influence learning behaviours and adapting the EVW accordingly has not been extensively investigated. This paper reports an experimental study with 115 undergraduate students to explore the link between their gender, personality, cognitive and affective engagement in relation to their academic engagement, measured by a quiz after using the world. We also explore whether providing hints can improve their academic engagement in the EVW. Only personal support (a factor of affective engagement) and intrinsic motivation (a factor of cognitive engagement) were found to be related to the quiz score. Also the personality dimension of Openness indicated student propensity to accept support.",

keywords = "Academic engagement, Affective engagement, Big five factor, Cognitive engagement, Educational virtual world, Personality",

author = "Anupam Makhija and Deborah Richards and {de Haan}, Jesse and Frank Dignum and Jacobson, {Michael J.}",

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Makhija, A, Richards, D, de Haan, J, Dignum, F & Jacobson, MJ 2018, The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds. in C Penstein Rosé, R Martínez-Maldonado, HU Hoppe, R Luckin, M Mavrikis, K Porayska-Pomsta, B McLaren & B du Boulay (eds), Artificial Intelligence in Education: 19th International Conference, AIED 2018, Proceedings, Part I. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10947 LNAI, Springer, Springer Nature, Cham, pp. 297-310, 19th International Conference on Artificial Intelligence in Education, AIED 2018, London, United Kingdom, 27/06/18. https://doi.org/10.1007/978-3-319-93843-1_22

The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds. / Makhija, Anupam; Richards, Deborah; de Haan, Jesse et al.
Artificial Intelligence in Education: 19th International Conference, AIED 2018, Proceedings, Part I. ed. / Carolyn Penstein Rosé; Roberto Martínez-Maldonado; H. Ulrich Hoppe; Rose Luckin; Manolis Mavrikis; Kaska Porayska-Pomsta; Bruce McLaren; Benedict du Boulay. Cham: Springer, Springer Nature, 2018. p. 297-310 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10947 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds

AU - Makhija, Anupam

AU - Richards, Deborah

AU - de Haan, Jesse

AU - Dignum, Frank

AU - Jacobson, Michael J.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Educational virtual worlds (EVWs) are emerging as immersive learning environments that allow students to engage in experiential learning. However, understanding whether individual student differences influence learning behaviours and adapting the EVW accordingly has not been extensively investigated. This paper reports an experimental study with 115 undergraduate students to explore the link between their gender, personality, cognitive and affective engagement in relation to their academic engagement, measured by a quiz after using the world. We also explore whether providing hints can improve their academic engagement in the EVW. Only personal support (a factor of affective engagement) and intrinsic motivation (a factor of cognitive engagement) were found to be related to the quiz score. Also the personality dimension of Openness indicated student propensity to accept support.

AB - Educational virtual worlds (EVWs) are emerging as immersive learning environments that allow students to engage in experiential learning. However, understanding whether individual student differences influence learning behaviours and adapting the EVW accordingly has not been extensively investigated. This paper reports an experimental study with 115 undergraduate students to explore the link between their gender, personality, cognitive and affective engagement in relation to their academic engagement, measured by a quiz after using the world. We also explore whether providing hints can improve their academic engagement in the EVW. Only personal support (a factor of affective engagement) and intrinsic motivation (a factor of cognitive engagement) were found to be related to the quiz score. Also the personality dimension of Openness indicated student propensity to accept support.

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KW - Big five factor

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DO - 10.1007/978-3-319-93843-1_22

M3 - Conference proceeding contribution

AN - SCOPUS:85049362367

SN - 9783319938424

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 297

EP - 310

BT - Artificial Intelligence in Education

A2 - Penstein Rosé, Carolyn

A2 - Martínez-Maldonado, Roberto

A2 - Hoppe, H. Ulrich

A2 - Luckin, Rose

A2 - Mavrikis, Manolis

A2 - Porayska-Pomsta, Kaska

A2 - McLaren, Bruce

A2 - du Boulay, Benedict

PB - Springer, Springer Nature

CY - Cham

T2 - 19th International Conference on Artificial Intelligence in Education, AIED 2018

Y2 - 27 June 2018 through 30 June 2018

ER -

Makhija A, Richards D, de Haan J, Dignum F, Jacobson MJ. The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds. In Penstein Rosé C, Martínez-Maldonado R, Hoppe HU, Luckin R, Mavrikis M, Porayska-Pomsta K, McLaren B, du Boulay B, editors, Artificial Intelligence in Education: 19th International Conference, AIED 2018, Proceedings, Part I. Cham: Springer, Springer Nature. 2018. p. 297-310. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-93843-1_22

The influence of gender, personality, cognitive and affective student engagement on academic engagement in educational virtual worlds

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