Modeling the flow experience for personalized context aware e-learning

Sahid, Dadang Syarif Sihabudin; Nugroho, Lukito Edi; Santosa, Paulus Insap

doi:10.1109/iciteed.2016.7863265

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…In the current context, the types of e-learning activities consist of reading PowerPoint slides, playing a game, having a virtual experience, taking quizzes and surveys, engaging in discussion and chat, and watching videos and webinars. According to Schindler et al (2017), these computer-based learning activities represent a technology factor that affects students' engagement and directly relates to their flow experience (Sahid et al, 2016). For instance, goal-oriented processes are more conducive to developing flow than experiential types (Novak et al, 2003) and e-learning activities that challenge student abilities to reach new levels are conducive to triggering flow (Rodríguez-Ardura & Meseguer-Artola, 2019).…”

Section: E-learning Engagementmentioning

confidence: 99%

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

Goh

Bing

2021

Int J Educ Technol High Educ

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E-learning systems are widely deployed in higher education institutions but sustaining students’ continued use of e-learning systems remains challenging. This study investigated the relationship between e-learning engagement, flow experience and learning management system continuance via a mediated moderation interaction model. The context of the study is a Moodle LMS supporting a blended learning environment. After controlling age and gender, a PLS analysis of 92 students’ samples with a reflective flow construct explained 49% of the variance in the research model. The analysis shows that flow mediates e-engagement and perceived ease of use with a direct positive impact on e-learning system continuance. Flow has an indirect impact through perceived usefulness on e-learning system continuance. However, the direct impact of flow on system continuance weakens as e-learning engagement increases. This finding may help to explain the mixed and inconsistent impact of flow in the e-learning system continuance literature. The dual effect of flow suggests that instructors must carefully balance pedagogical decisions intended to heighten flow experience to generate positive learning outcomes through e-engagement and its consequence of reduced impact on continued system use.

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Section: E-learning Engagementmentioning

confidence: 99%

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

Goh

Bing

2021

Int J Educ Technol High Educ

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“…Secara umum, proses adaptasi e-learning berbasis personalisasi siswa dapat diimplementasikan melalui tiga proses yakni seleksi, pengurutan (sequencing), dan presentasi (Sahid et al, 2018). Dalam proses seleksi, materi pembelajaran akan dipilah sesuai dengan level kompetensi peserta didik, sedangkan tahap pengurutan, terfokus pada bagaimana tujuan pembelajaran disesuaikan dengan pengalaman belajar peserta didik dan pendekatan pedagogik yang digunakan guru.…”

Section: Hasil Dan Pembahasanunclassified

Membangun Kompetensi Sosial Siswa dalam Pembelajaran IPS melalui Personalized Learning

Farisia

2021

Jur.Pend.Teo.Pen.Peng.

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Abstract: The outcome of social studies such as critical thinking, social responsibility, and informed-decision making, was not easily defined and complex because it was qualitative improvement. Moreover in the context of digital learning based, in which teachers’ social presence sometimes could not replace in a model of online learning. Despite this fact, surprisingly, few studies about personalized learning emphasized how social interaction could be built onto online teaching and learning process. Therefore, this study aim to re-conceptualizing cooperative learning in case of online learning is needed. To build the framework, this study conducted literature review. This study revealed that personalized learning helped students to connect and engaged to their peers, teachers, and community outside to strengthen students’ social competences.Abstrak: Hasil IPS seperti berpikir kritis, tanggung jawab sosial, dan pengambilan keputusan berdasarkan informasi, tidak mudah didefinisikan dan kompleks karena merupakan peningkatan kualitatif. Apalagi dalam konteks pembelajaran berbasis digital, di mana kehadiran sosial guru terkadang tidak bisa menggantikan model pembelajaran online. Terlepas dari fakta ini, yang mengejutkan, beberapa studi tentang pembelajaran yang dipersonalisasi menekankan bagaimana interaksi sosial dapat dibangun ke dalam proses belajar mengajar online. Oleh karena itu, penelitian ini bertujuan untuk mengkonseptualisasikan kembali pembelajaran kooperatif jika diperlukan pembelajaran online. Untuk membangun kerangka tersebut, penelitian ini melakukan studi literatur. Studi ini mengungkapkan bahwa pembelajaran yang dipersonalisasi membantu siswa untuk terhubung dan terlibat dengan rekan-rekan mereka, guru, dan komunitas di luar untuk memperkuat kompetensi sosial siswa.

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“…Studies of psychological experience assessment also often conducted via surveys and questionnaires [7] that spent long time and require high effort. However, as in conventional learning process, learning behavior in e-learning can assess learners' psychological condition during interaction by their behaviors and characteristic [8]. Learning behavior can be used to assess one person acceptance toward a technology, especially e-learning technology.…”

Section: Introductionmentioning

confidence: 99%

Modeling the flow experience for personalized context aware e-learning

Cited by 4 publications

References 28 publications

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

Membangun Kompetensi Sosial Siswa dalam Pembelajaran IPS melalui Personalized Learning

Learner Behavior in e-Learning as a Multicriteria Attribute based on Perspective of Flow Experience

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