Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses

Abstract

Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students’ learning behaviors while considering students’ social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study (N = 181) assessed associations of students’ social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students’ course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students’ learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students’ social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.

Examining the Evolution and Components of the Culture of Learning in University Education: A Systematic Scoping Review

“…Notably, three papers were published in 2022 (Winstone, 2022;Ellis, 2022;Popov et al, 2022). The year 2023 saw a significant increase, with 21 papers highlighting a growing number of researchers focusing on the culture of learning and its various components (Balleisen et al, 2023;Culver et al, 2023;Dziubaniuk et al, 2023;Davis et al, 2023;Tan, 2023;Wong et al, 2023;Xie et al, 2023;Culver, 2023;Romeiro et al, 2023;Heng, 2023;Madanat et al, 2023;Durão et al, 2023;Myllykoski-Laine et al, 2023;Mutale et al, 2023;Vu et al, 2023;Burkhalter, 2023;Müller, 2023;Dammery et al, 2023). Furthermore, four papers published at the beginning of 2024 indicate a continuing interest in the research theme Xu, 2024;Sörensen et al, 2024).…”

“…Sustainable practices in online education are essential for long-term success, emphasizing the need for teaching methods that can adapt to and thrive in digital environments (Dziubaniuk et al, 2023). Utilizing evidence-based methods for online learning can significantly improve educational outcomes by ensuring that instructional strategies are grounded in solid research (Wong et al, 2023). Additionally, effective teaching methods that integrate career development learning (CDL) enhance students' perceived employability (SPE), thereby improving their career prospects .…”

“…Reference to the culture of learning is found in many research papers on the development and reform of educational environments (Davis et al, 2023;Ellis, 2022;Wong et al, 2023), as well as in papers examining and analyzing individual cases and problems encountered by teachers and learners in the field of education (Heng, 2023;Abongdia, 2014;Mustafa, 2013). Researchers themselves note that defining "culture of learning" is challenging (Bada et al, 2012;CPD, 2020) due to its broad usage alongside terms like "organizational culture," "learning climate," and "learning organization" (CPD, 2020).…”

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

“…Wong, Joseph [155] , Zooming in or Zoning Out: Examining Undergraduate Online Learning Experiences with Zoom and the Role of Mind-Wandering, Dryad, Dataset, https://doi.org/10.7280/D1GT32…”

Improving creative thinking skills and learning motivation through ethnomathematics-based interactive multimedia: An experimental study in primary school

“…Teachers need active and fun learning media to engage students in learning (Puspitarini & Hanif, 2019). Another study showed the significant positive influence of learning media and parental attention on students' learning motivation (Wong & Hughes, 2022).…”