Grit and learning: Understanding the sequential learning behaviours in snap!
Background: As a non‐cognitive trait, grit plays an important role in human learning. Although students higher in grit are more likely to perform well on tests, how they learn in the process has been underexamined. Objectives: This study attempted to explore how students with different levels of gri...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 2; pp. 603 - 617 |
|---|---|
| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162203188&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162203188 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2023 vid: 39 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 162203188 160751707 162203188 162203188 10.1111/jcal.12766 162203188 ppf: 603 ppct: 14 formats: tig: atl: Grit and learning: Understanding the sequential learning behaviours in snap! aug: au: Gao, Ming Zhang, Jingjing Lu, Yu Kahn, Ken Winters, Niall affil: Department of Education Technology, School of Education, Shanghai Normal University, Shanghai, China sug: subj: Learning Student Attitudes Learning Environment Human Funding Source China Academic Performance Mann-Whitney U Test Summated Rating Scaling Coefficient alpha Pilot Studies ab: Background: As a non‐cognitive trait, grit plays an important role in human learning. Although students higher in grit are more likely to perform well on tests, how they learn in the process has been underexamined. Objectives: This study attempted to explore how students with different levels of grit behave and learn in an exploratory learning environment. Methods: In this study, 66 students participated in seven exploratory tasks in Snap! for approximately 60 min after a 30‐min lecture. Students were categorized into a high grit group and low grit group using a grit scale. The Mann–Whitney U test, epistemic network analysis and lag sequential analysis were used to explore the differences between groups in learning performance, technology acceptance and behavioural patterns. Results: Students with different levels of grit engaged in explorative tasks in a short period of time might not present significantly different learning performance, perceptions of usefulness and ease of use, but students higher in grit, actively engaging more different types of activities, tended to put greater sustained effort to solve the challenging task. Take Away: Although grit was not significantly correlated with learning performance when students engage in classroom‐based explorative activities, grit did predict whether students are more likely to explore and put greater sustained effort into solving the challenging task. Lay Description: Students higher in grit are likely to be actively engaging more different types of activities.Students higher in grit tend to put greater sustained effort to solve the challenging task.Grit was not significantly correlated with learning performance in classroom‐based explorative activities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|