In online education, it is widely recognized that interaction and engagement have an impact on students' academic performance. While previous research has extensively explored interactions between students, instructors, and content, there has been limited exploration of course design elements that promote the fourth type of interaction:…

Poor academic performance remains among the most concerning educational issues, especially in higher education and online learning. To address the concern, institutions like the University of Southeastern Philippines (USeP) leverage educational data mining (EDM) techniques to generate relevant information from learning management systems (LMS)…

Despite the significance of grit and motivational regulation strategies (MRS) to language learning, limited research has been conducted on their longitudinal interplay. The present study explores the relationship between these two constructs in an English as a second language (L2) learning context through a longitudinal design. This study utilizes…

To prevent students from learning risks and improve teachers' teaching quality, it is of great significance to provide accurate early warning of learning performance to students by analyzing their interactions through an e-learning system. In existing research, the correlations between learning risks and students' changing cognitive abilities or…

Learners' attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples,…

Research on academic performance in online education proliferated in the last decade; however, our current understanding of the relationship between self-regulated learning and academic performance in online learning environments remains scattered. This meta-analysis provides a holistic view of the relationship between learners' use of…

This article presents a meta-analysis of the existing literature using Stata 18.0, focusing on the effects of ITSs on learning attitudes, knowledge acquisition, learner motivation, performance, problem-solving skills, test scores, and educational outcomes across different countries and educational levels (k = 30, g = 0.86). The findings suggest…

Aim/Purpose: This article proposes a framework based on a sequential explanatory mixed-methods design in the learning analytics domain to enhance the models used to support the success of the learning process and the learner. The framework consists of three main phases: (1) quantitative data analysis; (2) qualitative data analysis; and (3)…

Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. Aims: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between…

In this meta-analysis, we examined the average correlations (weighted for sample size and corrected for measurement error) between the varied types of motivation specified within self-determination theory (SDT) and second language (L2) achievement. We also conducted moderator analyses to explore whether these relationships are influenced by age,…

Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study…

Introduction: Understanding the mechanism through which test anxiety affects students' learning outcomes is critical to its management. Test preparation strategies are associated with test confidence and might also affect students' academic performance. However, previous studies have downplayed the role that students' test preparation strategies…

Evidence abounds that passive strategies such as rereading or highlighting are less effective than active strategies such as drawing models or explaining concepts to others. However, many studies have also reported that students tend to use learning strategies that they perceive as comfortable and easy, even when other strategies may be more…

It is well known that successful second language (L2) learners are motivated individuals. Accordingly, L2 researchers have tested the predictive power of different motivational constructs on language learning outcomes. However, this perspective appears to neglect the assessment of achievement as a predictor of future motivation. To assess this…

The attribution of learning success or failure is crucial for students' learning and motivation. Effective attribution of their learning success or failure in the context of a small private online course (SPOC) could generate students' motivation toward learning success while an incorrect attribution would lead to a sense of helplessness. Based on…