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Virtual reality (VR) creates a realistic learning environment to immerse users, meet scenario requirements and natural interaction of learning media, and offer learners a highly immersible virtual-real mixed environment. To analyze the effects of inquiry-based teaching on learning efficiency of learners in an augmented reality (AR) environment, a questionnaire survey was given to 278 undergraduates in 4 grades from 6 universities in Wuhan. Contextual learning theory and flow theory were used as the theoretical basis to analyze the effects of the four aspects of inquiry-based teaching on learning efficiency of learners in AR environments. Differences in learning efficiency caused by different degrees of familiarity of learners with AR equipment were measured using analysis of variance (ANOVA). Results show that Cronbach's α of the questionnaire, which was developed based on existing research questionnaires, is 0.909 and the KMO value is 0.869, indicating that the questionnaire has very good reliability and validity. Posing problems, collecting evidence, and proposing explanations for an inquiry-based teaching mode have significant influences on learning efficiency of learners: under 5%, 1%, and 1% levels, respectively. The degree of familiarity of learners with AR equipment has significant influence on learning efficiency at the 0.01% level. Results herein provide important guidance for promoting the fusion of AR and teaching activities, enriching the application of scientific teaching with AR technology in universities, and designing and developing ways to use AR teaching resources in different disciplines. [ABSTRACT FROM AUTHOR]

Online high-quality teaching and learning behaviors can take place anytime and anywhere, which comprehensively breaks through isolation of physical space. Individual learning in a distributed learning environment is an activity that is transformed from process of individual self-cognition to social cognition of the group. It attaches great importance to interactive behaviors in learning. By strengthening cooperative learning, learning motivation can be further stimulated and learning performance can be improved. A questionnaire about the influence of distributed learning environment on learners' learning performance was designed. Influence of four components of distributed learning environment interaction on learners' learning performance was measured, and the mediating effect of collaborative learning on the interaction between learners' learning performance and distributed learning environment was analyzed. Results show systematic management support of self-knowledge, support of learners' expression and support of self-reflection can significantly improve learning performance of learners. Collaborative learning plays a full mediating effect in the interaction between distributed learning environment and learning performance of learners. Grade is significant at 0.01 level for learning performance. Conclusions are of great significance to promote occurrence of effective learning behaviors in interactive process of collaborative learning from the perspective of distributed learning environment. [ABSTRACT FROM AUTHOR]

Online education is appreciated by an increasing number of people, and how to guarantee positive emotional experiences of learners during online learning becomes a core problem that has become the concern of education researchers. Online asynchronous interaction is an important communication method among learners during online learning. Owing to shortages and defects in time and space, interaction channel, and interaction content, online learning easily produces many "emotional blanks." This research reviewed studies on online asynchronous interaction and emotional experiences at home and overseas. A total of 356 students majoring in Nursing from 5 universities in Henan Province were invited for the questionnaire survey. Influences of online asynchronous interaction, including people-to-system (P2S), people-to-people (P2P), and people-to-content (P2C), on the positive emotional experiences of learners were analyzed. Differences in positive emotional experiences under different weekly online asynchronous learning hours were estimated. Research results showed that Cronbach's a of the questionnaire is 0.920, KMO value is 0.840, and the sphericity test significance is 0.000, indicating that the proposed questionnaire has very good reliability and validity. Evidently, P2S, P2P, and P2C can promote the positive emotional experiences of learners. Influences of weekly online asynchronous learning hours on frequency (F = 3.648, p = 0.006), intensity (F = 2.560, p = 0.038), and duration (F = 2.523, p = 0.041) of positive emotional experiences have statistical significance. Research results have important references in promoting online asynchronous interaction strategies, implementing specific interventions to online asynchronous interaction behaviors, and better providing convenient asynchronous online teaching services to students. [ABSTRACT FROM AUTHOR]

Due to advances in education and informatics, online learning is now becoming a direction for teaching reform in universities. This in turn put learning engagement at the forefront of educational literature: online teaching activity has become a key component of teaching due to its strong influence on learning engagement and outcomes. This study analyzes the influences of teachers’ online teaching ability (teaching design ability, resource development ability, teaching implementation ability, teaching evaluation ability, teaching reflection ability) on learning engagement across different majors and grade-levels. Research results showed abilities on teaching design, teaching implementation, teaching evaluation, and teaching reflection have significantly positive influences on learning engagement. These results provide important references in further exploring influencing mechanism of teaching activities on learning engagement, improve online teaching ability of teachers, and increase online learning engagement of students. [ABSTRACT FROM AUTHOR]

Online teaching based on computer and network technology has become a vital teaching mode under the current situation of the overwhelming COVID-19 epidemic. Teachers and students who fully understand and master basic knowledge and skills of various information technologies in online learning can stimulate students' interest in learning information technology and train their ability in information collection, processing, and use. Given the lack of face-to-face communication and deep emotional exchange, online teaching has poor performance in improving the creative thinking ability of learners. During online teaching, teachers train the innovation consciousness quality of students in online courses successfully and improve the creative thinking ability of learners by using "asking," "thinking," "doing," and "evaluation," that is, the ATDE teaching mode. In this study, a teaching experiment was carried out on 41 undergraduates admitted in 2018 who majored in civil engineering at Zhengzhou University of Industrial Technology, Henan Province, China. Students were divided into the experimental group and the control group. The experimental group adopted the ATDE teaching mode for the course Design of concrete structure, while the control group applied the traditional teaching mode. A questionnaire survey of students' creative thinking ability was conducted for both groups. Results showed that university students' creative, emotional attitude under the ATDE teaching mode was far higher than that under the traditional (F=6.490, p=0.015). The creative thinking performance of university students under the ATDE teaching mode was higher than that under the traditional teaching mode (F=7.468, p=0.009). The Pearson correlation coefficient between creative, emotional attitude and creative thinking performance was 0.985 in the late test stage, which was higher than in the early test stage (0.480), which reveals that the ATDE teaching mode was conducive to improving abstract course learning effect of students majoring in civil engineering. Research conclusions can provide some references to investigate the feasibility of ATDE teaching mode in universities and offer a new choice and feasible path to train students' creative thinking ability. [ABSTRACT FROM AUTHOR]

This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners' cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, and technological affordances on learners' cognitive engagement in an online learning environment were estimated. Research results demonstrated that the overall Cronbach's a of the questionnaire was 0.883, KMO was 0.859, and cumulative variance interpretation rate after rotation was 79.199%. Thus, the designed questionnaire has very good reliability and validity. Educational affordance can significantly improve learners' superficial and deep learning engagements. Social and technological affordances can significantly increase learners' superficial learning engagement, but they cannot significantly increase deep learning engagement. Online learning contact time has significant differences under the 1% and 10% levels. Research results can provide some references to explore the relationship between the PST model and cognitive engagement and improve the overall affordance of an online learning environment. [ABSTRACT FROM AUTHOR]

Tracking the evolution of learners' learning in a MOOC supports the E-learning operation and allows teachers to easily manage the massive number of learners enrolled in a distance learning course. In this work we started with a study where we were interested in identifying the common parameters that allow us to have a vision on the evolution of learners through the use of SPSS statistical software. This operation allowed us to determine the level of the learners, classify them and group them into homogeneous groups that facilitated their orientation towards courses that meet the characteristics of their profiles. On the basis of our case study, we were able to develop a computer system approach based on K-means learning software and data preprocessing means, for data mining with the aim of analyzing and revealing the parameters that have a great positive impact on the learners' learning, the system uses the identified parameters to classify and group the learners according to their profiles. This type of system is characterized by its autonomy and the ability to process a large amount of data. On the basis of the data used in our case study, we carried out experimental tests on the proposed system which showed its performance in solving our problem. [ABSTRACT FROM AUTHOR]

Learner-centered online education philosophy has been applied extensively and online learning is appreciated by more people. With good interaction, enjoyments and simulation, online learning increases learning experiences and harvests of learners. However, since more online learning platforms focus on education technological development and ignore firsthand experiences of learners, they pay few attentions to learning satisfaction of learners. In this study, the influences of four curriculum design aspects of online teaching on learning satisfaction of learners were investigated by a questionnaire survey to students. Moreover, differences in learning satisfaction of learners caused by different online teaching platforms were analyzed. Results demonstrate that content design and activity design of online teaching can improve learning satisfaction of learners effectively, while object design and evaluation design fail to improve learning satisfaction of learners effectively. Samples used in different platforms have significant influences on learning satisfaction. Samples of different majors all show significant influences on learning satisfaction. Conclusions can provide important references on how to improve curriculum design quality of online teaching and increase the online teaching design ability and technological application ability of teachers to make university students become individual learning subjects and improve their online learning satisfaction. [ABSTRACT FROM AUTHOR]

With the development of mobile Internet and 5g communication technology, online learning has become an important channel for different people to accumulate knowledge. Autonomous learning often ignores learners' emotional interaction, while online collaborative learning mainly depends on learners' cooperation and communication. Taking the undergraduates of a 211 university in Beijing as the research object, this study compiled a questionnaire on the impact of emotional interaction on learners' knowledge construction under the online collaboration mode, and demonstrated the intermediary role of emotional interaction in learners' online collaborative learning in knowledge construction. The empirical results show that the designed questionnaire is effective α the coefficient is 0.891, greater than 0.8. Therefore, the questionnaire has good reliability. The kmo value is 0.876 and the corresponding p value is 0. Therefore, this questionnaire has good validity. Emotional response and expression significantly promote the establishment of learners' knowledge construction. Online collaboration plays a complete intermediary role in the positive promotion of emotional interaction on learners' knowledge construction. The results of this study are of great reference value to the establishment of an Internet plus based learning environment model based on the interaction and cooperation of web-based learners. [ABSTRACT FROM AUTHOR]

Nowadays and since the year 2000, the Moroccan educational system like all the other system of educations evolve towards putting more and more emphasis on the Competency-based approach rather than learning contents. Specific pedagogical tool is necessary to develop such competences, especially with the well-known rupture between teaching practices and the digital culture of young people, marked by the increased use of information and communication technologies. Pedagogies that rely on the use of educational games emerged as a solution to change traditional practices. In this sense, we have experimented with the use of educational game circuit warz in a physics classroom. We have restricted its use to the lesson of the voltage divider and we have compared its contributions to those of a classical teaching method. The results found a huge improvement in areas like motivation, engagement and interaction inter-learners. [ABSTRACT FROM AUTHOR]