Attributes of engagement in challenge-based digital learning environments
|dc.identifier.citation||Ifenthaler, D. and Gibson, D. and Zheng, L. 2018. Attributes of engagement in challenge-based digital learning environments, pp. 225-232.|
© 2018 IADIS Press. All Rights Reserved. This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challenge-based digital learning environment. Learning engagement is a multidimensional concept which includes an individual’s ability to behaviourally, cognitively, emotionally, and motivationally engage in an on-going 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 digital learning environment. This study was based on data from the Curtin Challenge platform, including transaction data of 13,655 students. Findings indicate that attributes of learning engagement in challenge-based digital learning environments are, 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 digital learning environments.
|dc.title||Attributes of engagement in challenge-based digital learning environments|
|dcterms.source.title||Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018|
|dcterms.source.series||Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018|
|curtin.department||Curtin Teaching and Learning (CTL)|
|curtin.accessStatus||Fulltext not available|
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