The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth

Miller, Brian; Anderson, Richard C.; Morris, Joshua A.; Lin, Tzu‐Jung; Jadallah, May; Sun, Jingjing

doi:10.1016/j.learninstruc.2014.04.003

Cited by 19 publications

(16 citation statements)

References 71 publications

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“…Another significant indicator predicting learning performance was the number of words submitted in open text activities. On a surface level, these findings are also related to studies conducted in writing research and clearly reflect the impact of the variation in learning engagement [22,23].…”

Section: A Significance Of Findingssupporting

confidence: 63%

“…The general assumption is that the intensity of mental effort aimed at achieving a greater understanding, i.e., time spent on reading task, is critical during learning. Findings indicate that increased reading times as a sign of greater learning engagement are positively related to learning performance measured as comprehension scores [23,24].…”

Section: Learning Engagementmentioning

confidence: 94%

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The Dynamics of Learning Engagement in Challenge-Based Online Learning

Gibson

Zheng

2018

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)

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Vast amounts of educational data created by learners interacting with digital learning tools open up the opportunity to gain insights for improving education at a new level of evidence-based research into learning and teaching. This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challengebased online learning environment. Learning engagement is a multidimensional concept which includes an individual's ability to behaviourally, cognitively, emotionally, and motivationally engage in an ongoing learning process. Challenge-based learning gives significant freedom to the learner to decide what and when to engage and interact with digital learning materials. In light of previous empirical findings, we expect that learning engagement is positively related to learning performance in a challenge-based online learning environment. This study was based on data from the Careers Challenge platform, including transaction data from 8,951 students. Findings indicate that learning engagement in challenge-based online learning environments is, as expected, positively related to learning performance. Implications point toward the need for personalised and adaptive learning environments to be developed in order to cater for the individual needs of learners in challenge-based online learning environments.

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Section: A Significance Of Findingssupporting

confidence: 63%

Section: Learning Engagementmentioning

confidence: 94%

The Dynamics of Learning Engagement in Challenge-Based Online Learning

Gibson

Zheng

2018

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)

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“…Some researchers have used this remaining variance as an indication of engagement, because it can represent the effort exerted above and beyond what would normally be required to comprehend the text (Stine-Morrow et al, 2008). For example, Miller et al (2014) used this approach to show that students who read to prepare for a discussion read more slowly than students without a stated purpose for reading. Defining engagement as dedicating resources above and beyond the level necessary for simple comprehension is also congruent with the cognitive aspects of the definition of engagement just described, although it does not include the emotional and behavior elements that are included in the LM.…”

Section: Definition Of Engagement and Theories Of Reading And Visual mentioning

confidence: 99%

“…The first assumption is supported by the correlation between reading time and comprehension (Miller et al, 2014), but it is undermined by the phenomena of mind wandering. People sometimes look at objects while their minds wander.…”

Section: Assumption 1-minimum Reading Times and Foveal View Measure Amentioning

confidence: 99%

Using Reading Times and Eye-Movements to Measure Cognitive Engagement

Miller

2015

Educational Psychologist

Self Cite

109

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“…According to the landscape model, people’s attention and working memory are limited, so in the process of learning new knowledge, students will slow their reading speed to understand and process learning materials (van den Broek, Young, Tzeng, & Linderholm, 1999). An experiment by Miller et al. (2014) supports this model.…”

Section: Related Workmentioning

confidence: 60%

Data-driven Online Learning Engagement Detection via Facial Expression and Mouse Behavior Recognition Technology

Zhang

Liu

et al. 2019

Journal of Educational Computing Research

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Online learning engagement detection is a fundamental problem in educational information technology. Efficient detection of students’ learning situations can provide information to teachers to help them identify students having trouble in real time. To improve the accuracy of learning engagement detection, we have collected two aspects of students’ behavior data: face data (using adaptive weighted Local Gray Code Patterns for facial expression recognition) and mouse interaction. In this article, we propose a novel learning engagement detection algorithm based on the collected data (students’ behavior), which come from the cameras and the mouse in the online learning environment. The cameras were utilized to capture students’ face images, while the mouse movement data were captured simultaneously. In the process of image data labeling, we built two datasets for classifier training and testing. One took the mouse movement data as a reference, while the other did not. We performed experiments on two datasets using several methods and found that the classifier trained by the former dataset had a better performance, and its recognition rate is higher than that of the latter one (94.60% vs. 91.51%).

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The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth

Cited by 19 publications

References 71 publications

The Dynamics of Learning Engagement in Challenge-Based Online Learning

The Dynamics of Learning Engagement in Challenge-Based Online Learning

Using Reading Times and Eye-Movements to Measure Cognitive Engagement

Data-driven Online Learning Engagement Detection via Facial Expression and Mouse Behavior Recognition Technology

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