Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling

Sullivan, Peter; Mornane, Angela; Prain, Vaughan; Deed, Craig; Drane, Susan Elizabeth; Faulkner, Michael; McDonough, Andrea; Smith, Caroline

doi:10.1177/000494410905300206

Cited by 19 publications

(9 citation statements)

References 13 publications

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“…A lot of research and work such as [61] and [62] on student participation in the classroom has been carried out, but there are still difficulties in keeping students involved in their activities. Reference [63] states that it is complex for students to develop levels of participation to achieve their maximum learning potential.…”

Section: B Gamification In Educationmentioning

confidence: 99%

Gamification and Computer Science Students’ Activity

et al. 2020

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Students' participation and motivation are of great importance in their learning process. The decrease in attendance and difficulties in stimulating students' activity makes it necessary to find new methodologies that can solve these problems. The use of game mechanics in non-ludic environments (Gamification) has begun to be of great interest in research, since it could increase the motivation and therefore the activity of the students. This study tries to verify if there is an existing relationship between gamification and a possible increase in student activity or between the cessation of gamification and student activity. In addition, it evaluates whether a greater student activity corresponds to a greater learning improvement. In the obtained results, no significant differences were found between the methodology or the activity with a learning improvement. According to the study, the simple use of gamified elements does not necessarily imply a solution to the problems posed. The students' activity in a course of these characteristics does not imply a better learning improvement, the importance lies in the quality of the activity generated and not in the quantity.

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Section: B Gamification In Educationmentioning

confidence: 99%

Gamification and Computer Science Students’ Activity

et al. 2020

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“…Newmann [3] first discussed the importance of engagement in the educational process defining student engagement as the student's psychological investment in and effort directed toward learning, understanding, or mastering the knowledge, skills, or crafts that academic work is intended to promote. Additional studies investigated the relationship between school engagement and dropping out [4] [5], while other researchers identified the engagement in terms of autonomy [6] [7]. In a more recent study, Zepke et al [8] also suggested that engaged students usually succeed on their activities when they are intrinsically motivated and feel capable of working in an autonomous way.…”

Section: Introductionmentioning

confidence: 99%

Multimodal Student Engagement Recognition in Prosocial Games

et al. 2018

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In this paper we address the problem of recognizing student engagement in prosocial games by exploiting engagement cues from different input modalities. Since engagement is a multifaceted phenomenon with different dimensions, i.e., behavioral, cognitive and affective, we propose the modeling of student engagement using real-time data from both the students and the game. More specifically, we apply body motion and facial expression analysis to identify the affective state of students, while we extract features related to their cognitive and behavioral engagement based on the analysis of their interaction with the game. For the automatic recognition of engagement, we adopt a machine learning approach based on artificial neural networks, while for the annotation of the engagement data, we introduce a novel approach based on the use of games with different degrees of challenge in conjunction with a retrospective self-reporting method. To evaluate the proposed methodology, we conducted real-life experiments in four classes, in three primary schools, with 72 students and 144 gameplay recordings in total. Experimental results show the great potential of the proposed methodology, which improves the classification accuracy of the three distinct dimensions with a detection rate of 85%. A detailed analysis of the role of each component of the Game Engagement Questionnaire (GEQ), i.e., immersion, presence, flow and absorption, in the classification process is also presented in this paper.

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“…For example, Martino and Zan (2010) highlight how attitudes towards mathematics are related to perceived competence, and how changing the notion of success away from the production of correct and quick answers to the activation of meaningful thought processes can alter a person's emotional disposition to mathematics and their perceived competence. Likewise, Sullivan et al (2009) identify that a student's sense of what they can achieve can affect their engagement in that students who lack strategies to engage with a task or do not know how to improve their learning can become disengaged. Students need both the will and the skill to engage (Pintrich & de Groot, 1990).…”

Section: Evidence From Research: the Influence Of Affectmentioning

confidence: 99%

In a range of meaningful contexts: 25 years of struggle for meaning in mathematics teaching

Drake¹

2018

nzaroe

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The use of meaningful contexts has been a given in New Zealand’s mathematics curricula for the last 25 years. They hold a privileged position, but there has been little examination of why they are given this position either nationally or internationally, even though there is solid evidence that the use of contexts and word problems in mathematics is not without implications for equitable access to mathematics, student learning, and assessment of learning. So what are the affordances and constraints of taking the meaningful context approach to mathematics? What has been the impact of taking this approach on student achievement and learning? These are important questions given The New Zealand Curriculum is ten years old and a curriculum review is looming. These questions are being raised to start an essential debate for mathematics education in New Zealand, one that needs to take place prior to any curriculum review so an informed decision on the place and nature of meaningful contexts in future mathematics curricula can be made.

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Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling

Cited by 19 publications

References 13 publications

Gamification and Computer Science Students’ Activity

Gamification and Computer Science Students’ Activity

Multimodal Student Engagement Recognition in Prosocial Games

In a range of meaningful contexts: 25 years of struggle for meaning in mathematics teaching

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