Measuring Learner Engagement in Computer-Equipped College Classrooms

Bulger, Monica E.; Mayer, Richard E.; Almeroth, Kevin C.; Blau, Sheridan D.

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Measuring Learner Engagement in Computer-Equipped College Classrooms

Bulger, M.E., Mayer, R.E., Almeroth, K.C. & Blau, S.D. (2008). Measuring Learner Engagement in Computer-Equipped College Classrooms. Journal of Educational Multimedia and Hypermedia, 17(2), 129-143. Chesapeake, VA: AACE.
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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 17, Issue 2, April 2008
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA

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Authors

Monica E. Bulger, Richard E. Mayer, Kevin C. Almeroth, Sheridan D. Blau, University of California, Santa Barbara, United States

Abstract

** Invited as a Paper From ED-MEDIA 2006 ** Although engagement and learning appear linked, quantitatively measuring this relationship is challenging. New technologies offer a window into studying the interactions among classroom activity, student engagement, and positive learning outcomes in computer-equipped classrooms. A Classroom Behavioral Analysis System (CBAS) was developed to measure student engagement in a college writing class, and to test the hypothesis that an interactive lesson would increase student engagement levels in a computer-equipped classroom. Student computer-based behaviors (off-task and on-task internet visits) were compared during a traditional, lecture-based lesson (no-simulation condition) and an interactive simulation-based lesson (simulation condition). The dependent variable was student engagement as measured by the number of off-task and on-task internet activities during the lesson. Off-task internet activities were operationalized as website visits that were not part of the classroom activity; on-task internet activities included websites that related to the assigned class activity. CBAS recorded all student computer actions during the observed instructional periods. Students attending a simulation-based lesson performed more on-task internet actions, and significantly fewer off-task internet actions than did students attending a lecture-based lesson. These findings support the hypothesis that interactive lessons increase student engagement levels in computer-equipped classrooms, and demonstrate that CBAS is a promising tool for studying student engagement.

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References

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Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
Berliner, D.C. (1987). Knowledge is power. In D.C. Berliner & B.V. Rosenshine (Eds.), Talks to teachers: A festschrift for N.L. Gage (pp. 3-33), New York: Random House.
Berliner, D.C. (1990). What’s all the fuss about instructional time? In M. BenPeretz & R. Bromme (Eds.), The nature of time in schools: Theoretical concepts, practitioner perceptions (pp. 3 – 35). New York and London: Teachers College Press.
Brophy, J., Rashid, H., Rohrkemper, M., & Goldberger, M. (1983). Relationships between teachers’ presentations of classroom tasks and students’ engagement in those tasks. Journal of Educational Psychology, 75(4), 544-552.
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Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Gee, J.P. (2003). What video games have to teach us about learning and literacy.
Grabinger, R. S. (1996). Rich environments for active learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 665-692), New York: Macmillan.
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Lentz, F. (1998). On-task behavior, academic performance, and classroom disruptions: Untangling the target selection problem in classroom interventions. School Psychology Review, 17(2), 243–257.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Prentice Hall.
McMahon, B., & Portelli, J.P. (2004). Engagement for what? Beyond popular discourses of student engagement. Leadership and Policy in Schools, 3(1), 59-76.
Meece, J. L., & Blumenfeld, P.C. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pressley, M. (1986). The relevance of the good strategy user model to the teaching of mathematics. Educational Psychologist, 21(1/2), 139-161.
Schraw, G. & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23-52.
Skinner, E.A., & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
Winne, P.H. (1992). State-of-the-art instructional computing systems that afford
Winne, P.H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5-17.
Zhang, H., Almeroth, K. C., & Bulger, M. (2005). An activity monitoring system to support classroom research. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1444-1449). Chesapeake, VA: Association for the Advancement of Computing in Education.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.

[2] Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.

[4] Berliner, D.C. (1987). Knowledge is power. In D.C. Berliner & B.V. Rosenshine (Eds.), Talks to teachers: A festschrift for N.L. Gage (pp. 3-33), New York: Random House.

[5] Berliner, D.C. (1990). What’s all the fuss about instructional time? In M. BenPeretz & R. Bromme (Eds.), The nature of time in schools: Theoretical concepts, practitioner perceptions (pp. 3 – 35). New York and London: Teachers College Press.

[6] Brophy, J., Rashid, H., Rohrkemper, M., & Goldberger, M. (1983). Relationships between teachers’ presentations of classroom tasks and students’ engagement in those tasks. Journal of Educational Psychology, 75(4), 544-552.

[7] Dewey, J. (1913). Interest and effort in education. Boston, MA: Riverside Press. Dickey, M. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational

[8] Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.

[9] Gee, J.P. (2003). What video games have to teach us about learning and literacy.

[10] Grabinger, R. S. (1996). Rich environments for active learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 665-692), New York: Macmillan.

[11] Jonassen, D. H. (Ed.) (1996). Handbook of research for educational communications and technology. New York: Macmillan

[12] Jonassen, D.H., Peck, K.L., & Wilson, B.G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.

[13] Lentz, F. (1998). On-task behavior, academic performance, and classroom disruptions: Untangling the target selection problem in classroom interventions. School Psychology Review, 17(2), 243–257.

[14] Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.

[15] Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Prentice Hall.

[16] McMahon, B., & Portelli, J.P. (2004). Engagement for what? Beyond popular discourses of student engagement. Leadership and Policy in Schools, 3(1), 59-76.

[17] Meece, J. L., & Blumenfeld, P.C. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.

[19] Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.

[20] Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

[21] Pressley, M. (1986). The relevance of the good strategy user model to the teaching of mathematics. Educational Psychologist, 21(1/2), 139-161.

[22] Schraw, G. & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23-52.

[26] Skinner, E.A., & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.

[27] Winne, P.H. (1992). State-of-the-art instructional computing systems that afford

[28] Winne, P.H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5-17.

[29] Zhang, H., Almeroth, K. C., & Bulger, M. (2005). An activity monitoring system to support classroom research. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1444-1449). Chesapeake, VA: Association for the Advancement of Computing in Education.

Measuring Learner Engagement in Computer-Equipped College Classrooms

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