The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model

Abstract

Despite the widespread implementation of digital learning spaces (DLS) generally in Higher Education and for COVID-19 social distancing guidelines, a coherent and unified quantification of core aspects of the DLS on student learning has remained elusive. Therefore, this work extends the earlier work of Harkin and Nerantzi (2021), where we employed Lefebvre’s (1991) Trialectic of Space to explain physical, mental, and social aspects of the DLS. In the present paper, we now quantify Lefebvre’s original dimensions (physical, mental, social) and an Extended Lefebvrian Model (ELM; adding emotional experiences) on the depth of learning (DoL) of 188 university students at an undergraduate and postgraduate level. Results revealed that physical, mental, and social dimensions explained 42% of the variance in DoL, with emotion explaining an additional 6% which justifies its addition to our ELM (48%). Furthermore, postgraduate students experienced increased anxiety, held poorer mental representations of the DLS, and rated their DoL lower versus undergraduates. Using our findings as a guide, we highlight improvements to pedagogical practice within the DLS along physical, mental, social, and emotional dimensions to improve the experiences and learning of students in the DLS.

Student Experiences of Assessment and Feedback in the National Student Survey: An Analysis of Student Written Responses with Pedagogical Implications

“…Student responses revealed a division of interaction and experience (Theme 1) into two principal areas of tutors within the departments (Subtheme 1) and more generic institutional issues of equipment and environment (Subtheme 2) and university and course organization (Subtheme 3). This assertion is consistent with the view that students view educational spaces and learning as multi-dimensional, comprising physical, mental, social, and emotional factors (Harkin & Nerantzi, 2021;Harkin et al, 2022;Lefebvre, 1991; see Harkin, Yates, Riach, Clowes, Cole & Cummings, 2021 for an original exposition of this model). Students' assessment exists within this space, so when one (or more) of these dimensions is compromised (e.g., poor access to computers or study areas that are unsuitable), this likely comprises them all and impacts their assessment experience.…”

Navigating the Digital Wave of Learning : Indonesian Students’ Perceptions on Emotional during Learning Process

“…However, research suggests that when confusion is persistent, it can become harmful, promoting learner frustration or boredom (Arguel et al, 2019). The emotional experiences of students concerning digital learning spaces can also impact their depth of learning, with negative emotions such as anxiety and fear leading to behaviours such as: avoidance, lack of engagement, and drop-out (Harkin et al, 2022;Huang et al, 2015). According to the findings, researchers found two common themes as the cause of inefficient digital learning, which were students' patience crisis and digital fatigue.…”

Critical reflections on teaching in a UK university during a pandemic

“…Some researchers go as far as to state that there is a mental health crisis in universities (Auerbach et al, 2018). Psychological distress, which can include symptoms of anxiety and depression developed in response to stress, apart from other harms, can have negative effects on academic performance (Deasy et al, 2016;Harkin et al, 2022).…”