Despite the unanimous agreement regarding positive outcomes of learner engagement, theorists and researchers draw attention to disparate conceptualizations structural models “engagement” construct. The present study, in this respect, attempts contribute development a theoretical framework by suggesting multidimensional overarching model for assessing higher education engagement. Following descr...

This paper rejects the hardware-based "levels of interaction" made popular in interactive video literature to describe human-machine interaction in favor of a new taxonomy of learner-media interaction based on the type of cognitive engagement experienced by learners. Interaction can be described on three levels, based on the quality of the interaction. A reactive interaction is a response to pr...

Motivation is essential to learning and performance in elearning environments. Designing strategies to intervene in the learning process as soon as possible with the aim of keeping the learner engagement high is thus remarkably important. This paper proposes a method which allows instructors to discover learners with a performance inconsistent with the activity carried out, enabling teachers to...

This paper reports the experiences from the implementation of a Small Private Online Course in Management Education which has been designed to support learner engagement and promote digital competency. We describe the instructional design in detail, present some exploratory findings from a mixed-methods course evaluation and reflect on the lessons learned.

This article investigates research on the use of network-based three-dimensional virtual worlds in computer-assisted language learning (CALL). The significant features of the major types of virtual world currently utilized are examined, as are the hypothesized advantages and issues associated with their use. This is followed by a critical review of the literature which reveals that contemporary...

Many intelligent tutoring systems permit some degree of learner control. A natural question is whether the increased student engagement and motivation such control provides results in additional student learning. This paper uses a novel approach, learning decomposition, to investigate whether students do in fact learn more from a story they select to read than from a story the tutor selects for...