In a well-planned atmosphere, online methodologies might contribute to enhancing active and collaborative learning (Lai, 2021), students´ motivation (Radkowitsch et al., 2020), several aspects of general well-being (Johnson et al., 2016) as well as academic emotions (Cress et al., 2019).
Among other benefits, online learning has the capacity to adapt to a wide range of different learning methodologies. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.Ĭomputer mediated learning and online learning are attracting educational specialists’ attention in higher education and have been described as one of the most effective and popular modes of instruction adopted by educators (Saqr & López-Pernas, 2021).
Moreover, this is the first time in the specialised learning literature that students’ attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students’ emotional well-being through the analysis of their attitude and social interactions. The results also show that participating in those activities is positively related with class- and test-related emotions. The results support all the hypotheses studied, confirming the positive relationship that both students’ individual attitude and social interactions have on participation in collaborative and gamified online learning activities. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. This study examines the influence of students’ individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students’ online class- and test-related emotions.
0 kommentar(er)
