A serial mediation model of the relationship between suppression emotion-regulation tendency and outcomes of MOOC learning by Chinese university students: The role of cognitive appraisals, boredom, and behavioral avoidance

Zhao, Ting; Ye, Linning; Hu, Zhongbin; Fu, Zongmei

doi:10.1016/j.compedu.2022.104549

Cited by 11 publications

(9 citation statements)

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“…As expected, this study's results strongly support the research model based on the S-O-R model, with all hypothesized links being significant. The research model, respectively, explains 82.3% and 65.1% of the variance in learners' LP in MOOCs and learning outcomes via positioning key constructs as drivers (see Figure 2), and reveals the saliency of research results in realizing Zhao et al (2022) revealed that learners' online learning usage may be less effective if it is not clearly related to their learning outcomes. Based on the S-O-R model, this study particularly echoes Aparicio et al's (2019) calls for strengthening empirical research on exploring whether learners' persistence in MOOCs can affect their learning outcomes in online settings.…”

Section: Discussionmentioning

confidence: 95%

“…Massive open online courses (MOOCs), which are free, open access and scalable online courses that can be used by anyone from anywhere, at any time, have rapidly increased in popularity worldwide in recent years (Shen and Kuo, 2015; Chaker et al , 2022). MOOCs provide large numbers of geographically dispersed learners worldwide with an affordable, flexible and scalable way to access online courses, learn new knowledge with instructors and collaborate with other learners without any restrictions of time and place (Wu and Wu, 2021; Zhao et al , 2022; Wei et al , 2023). Today, while MOOCs provide potential benefits that have been valued as feasible solutions to the expanding demand for higher education around the world, low completion rates of MOOCs have still raised questions about the effectiveness of MOOCs (Chaker et al , 2022; Moore and Blackmon, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Essentially, prior studies have, respectively, demonstrated that gamification (Aparicio et al , 2019; Ortega-Arranz et al , 2019) and personalization (Kiselev and Yakutenko, 2020; Shao and Chen, 2021) can be used as tools to improve learners’ MOOCs engagement and retention. However, recent MOOCs studies increasingly pay more attention to focus on learners’ perceived learning outcomes (Deng et al , 2019; Wei et al , 2021; Chaker et al , 2022; Zhao et al , 2022; Wei et al , 2023), which may be a more noteworthy issue to understand how learners value their learning gains to interpret learner-centered learning in MOOCs (Wei et al , 2021; Wei et al , 2023). To date, there is a dearth of empirical studies investigating the impacts of gamification and personalization on learners’ learning outcomes in MOOCs.…”

Section: Introductionmentioning

confidence: 99%

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What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization

Cheng

2023

ITSE

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Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs. Design/methodology/approach Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling. Findings This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes. Originality/value This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.

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Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization

Cheng

2023

ITSE

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“…The model covered direct and indirect paths. A direct path describes the association between the predictor variable ( X ) and the outcome variable ( Y ) controlling for the mediator variable(s) ( M ), while an indirect path depicts the mediation effect of M in the relationship between X and Y (Zhao et al, 2022). Both direct effects (H1–H3) and indirect effects (H4) were involved in the model testing.…”

Section: Methodsmentioning

confidence: 99%

Unravelling the underlying mechanism of computational thinking: The mediating role of attitudinal beliefs between personality and learning performance

Zhang,

Wong

2023

Computer Assisted Learning

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BackgroundComputational thinking (CT) has been broadly considered one of the 21st‐century competencies, and an emerging trend has been seen in integrating CT into primary education. Cumulative research was conducted to investigate the influencing factors of CT learning performance, and an ample range of factors has been identified, involving both cognitive and non‐cognitive facets. However, limited has been done in exploring the non‐cognitive factors, and even less at the primary education level.ObjectiveTo address this gap, this study bridged CT with personality in the primary school context, and more importantly, it proposed a mediator in the personality‐CT relationship that is, attitudinal beliefs, which are amenable to change, thereby allowing further support for nurturing the traits.MethodBased on the Big Five model of personality, standard tests were administered to a sample of 434 primary school students (ages 8–11), and data were analysed using structural equation modelling via Mplus. To improve the robustness of the results, control variables (i.e., demographic features, coding experience) were added to the research model, and a bootstrap approach with 5000 resamples was used to examine the mediating effect.Result and ConclusionFindings demonstrated that Conscientiousness had a positive effect on CT, and attitudinal beliefs mediated the effect of Open‐mindedness (positive) and Negative Emotionality (negative) on CT. The study contributes to the literature by enriching the CT network with non‐intellectual components and unravelling the mechanism of CT regarding how disposition traits turn into learning performance. The results implicate practitioners on the importance of encouraging conscientious behaviours and nurturing positive attitudinal beliefs in CT primary education.

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“…However, they are growing just as fast. In China (Zhao et al, 2022), MOOCs reached 15,000 and 270 million users by August 2019.…”

Section: Introductionmentioning

confidence: 99%

MOOCs 2012-2022: An overview

Papadakis¹

2023

Adv. Mobile Learn. Educ. Res.

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Online learning has proven its effectiveness recently, especially during the coronavirus outbreak [COVID-19] that forced the closure of educational institutions in most countries. Many see MOOCs as an alternative to the traditional education system due to the flexibility of learning time and the absence of economic and geographical constraints. People can access educational content for free through platforms that deliver online learning content. However, MOOCs have long-standing challenges that need to be addressed. These include high dropout rates and reduced user participation in learning activities such as forums and comments. Furthermore, international research has identified a need for more relevant knowledge, despite the importance experts ascribe to MOOCs for delivering educational content. To this end, this chapter examines the establishment of MOOCs in terms of their pedagogical and technological dimensions, starting with a definition and a brief history of MOOCs. To this end, the characteristics of MOOCs will be reviewed. The practical issues that have emerged from more than ten years of experience in implementing MOOCs at the international level will also be considered.

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A serial mediation model of the relationship between suppression emotion-regulation tendency and outcomes of MOOC learning by Chinese university students: The role of cognitive appraisals, boredom, and behavioral avoidance

Cited by 11 publications

References 84 publications

What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization

What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization

Unravelling the underlying mechanism of computational thinking: The mediating role of attitudinal beliefs between personality and learning performance

MOOCs 2012-2022: An overview

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