Analysis of article using Artificial Intelligence tools
|Author||Kuromiya H.; Majumdar R.; Miyabe G.; Ogata H.|
|Title||E-book-based learning activity during COVID-19: engagement behaviors and perceptions of Japanese junior-high school students|
Kuromiya H.; Majumdar R.; Miyabe G.; Ogata H. E-book-based learning activity during COVID-19: engagement behaviors and perceptions of Japanese junior-high school students,Research and Practice in Technology Enhanced Learning 17 1
|Link to article|| https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126744741&doi=10.1186%2fs41039-022-00184-0&partnerID=40&md5=fb299bd7ae9e0d95cc6c2656c522d9d8
|Abstract||Recent spread of the COVID-19 forces governments around the world to temporarily close educational institutions. In this paper, we evaluated learning engagement, level of satisfaction and anxiety of e-book based remote teaching strategy on an online learning platform. The research involves 358 students at an urban junior-high school in Japan. Learning logs were analyzed to measure student engagement, whereas survey responses indicated their perception regarding the remote learning experience. Log analysis revealed that the average completion rate over 267 learning materials was 67%. We also observed a significant decrease in engagement 3 weeks after remote learning and different subjects and grades. Survey analysis showed students felt both satisfaction and anxiety about remote learning. However, there were significant differences in the level of satisfaction between different grades. The results indicated that (1) maintaining students’ motivation is a challenge to remote learning in secondary schools, and (2) we need to relieve students’ anxiety about their own progress in the class and their classes after the break. This study is the first to report trends in actual teaching–learning engagement, which were recorded during sessions of emergency remote teaching in Japanese schools. The results can inform the future implementation of remote learning in junior-high schools. © 2022, The Author(s).