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391.
Kate Talsma Andrew Chapman Allison Matthews 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1917-1938
Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.
Practitioner Notes
What is already known about this topic- Self-regulatory and demographic variables are important predictors of university outcomes like grades.
- It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.
- Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
- Performance self-efficacy significantly predicted grades for online students.
- No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
- Overall, traditional predictors of grades showed no/small unique effects in both cohorts.
- The learner characteristics that predict success may not be the same across learning modalities.
- Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
- Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.
392.
Jenny Yun-Chen Chan Chloe Byrne Janette Jerusal Allison S. Liu Justin Roberts Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.
Practitioner notes
What is already known about this topic- DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
- Students who solve more problems within math games tend to show higher performance after gameplay.
- Students' engagement with mathematics is often related to their prior math performance.
- For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
- Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
- Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.
- DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
- DragonBox 12+ can engage students with mathematics across achievement levels.
- Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.
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