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Enhancing Concrete Structures Education: Impact of Virtual Reality on Motivation, Performance and Usability for Undergraduate Engineering Students
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Mohamad Iyad Al-Khiami; Martin Jaeger; Sayed Mohamad Soleimani; Abdulhadi Kazem – Journal of Computer Assisted Learning, 2024
Background Study: The research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD VR) and Desktop Based VR (DB VR) and comparing it…
Descriptors: Undergraduate Students, Engineering Education, Computer Simulation, Student Motivation
Revealing the Hidden Structure of Physiological States during Metacognitive Monitoring in Collaborative Learning
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Malmberg, Jonna; Fincham, Oliver; Pijeira-Díaz, Héctor J.; Järvelä, Sanna; Gaševic, Dragan – Journal of Computer Assisted Learning, 2021
Using hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in the context of collaborative learning. The participants (N = 12, age 16-17 years, three females and nine males) in the study were high school students enrolled in an advanced physics course. The…
Descriptors: Physiology, Metacognition, Cooperative Learning, High School Students
Computer-Based Answer-Until-Correct and Elaborated Feedback: Effects on Affective-Motivational and Performance Outcomes
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Ute Mertens; Marlit A. Lindner – Journal of Computer Assisted Learning, 2025
Background: Educational assessments increasingly shift towards computer-based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective-motivational reactions during a testing session. Method: In…
Descriptors: Educational Assessment, Computer Assisted Testing, Automation, Feedback (Response)