Understanding the effect of video conferencing learning environments on students' engagement: The role of basic psychological needs.
Background: Video conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting. Objectives: This stud...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 1; pp. 288 - 306 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2024
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| 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=174818409&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174818409 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2024 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 174818409 172429392 174818409 174818409 10.1111/jcal.12880 174818409 ppf: 288 ppct: 18 formats: tig: atl: Understanding the effect of video conferencing learning environments on students' engagement: The role of basic psychological needs. aug: au: Shi, Yafei Cheng, Qi Wei, Yantao Tong, Mingwen Yao, Huang affil: Faculty of Education, Henan Normal University, Xinxiang, China sug: subj: Learning Environment Videoconferencing Work Engagement Motivation Human Needs (Psychology) Students, Elementary Psychosocial Factors Student Attitudes Human Learning Methods Structural Equation Modeling Student Satisfaction Teaching Methods Emotions Autonomy Academic Performance Education, Non-Traditional Funding Source Conceptual Framework Male Female Child Scales Internal Consistency Chi Square Test China Multimethod Studies Descriptive Statistics Questionnaires Child: 6-12 years Male Female ab: Background: Video conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting. Objectives: This study adopts the self‐system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement. Methods: Two hundred and ninety‐eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS). Results and Conclusions: Results showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course. Lay Description: What is already known about this topic: Video conferencing learning provides an accessible and flexible learning mode.Mechanism from learning environment to engagement is helpful to design an engaged video conferencing course.Less is known about how video conferencing learning affects students' engagement. What the paper adds: This study uncovered the functioning process of video conferencing learning to students' engagement.PLS‐SEM was employed to verify the mediating role of BPNS in this process.BPNS for autonomy, competence, and relatedness played mediating roles and their powers were different. Implications for practice and/or policy: More attention is needed to improve to social affordance to enhance students' emotional engagement.BPNS especially for competence deserves special consideration to improve students' behavioral and emotional engagement. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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