Exploring Relationships among Students’ Perceptions of Learning Content, Situational Interest and learning outcomes in Online Learning

ID: 53771 Type: Full Paper
  1. Sunghye Lee, Hyejin Park, and Yoojung Chae, Korea Advanced Institute of Science and Technology, Korea (South)

Wednesday, October 17 1:45 PM-2:15 PM Location: Las Vegas Ballroom 7 View on map

Presider: Kimberly Harrison, Aurora University, United States

Abstract: This study investigates the characteristics of online learning content that could affect students’ interest. Specifically, this study examines whether students’ interest in online learning content varied and was related to students’ perceptions of learning content. The subject was 80 elementary school students who participated in an online mathematics and science program provided by K University in South Korea. They completed an online survey assessing their perceptions of learning content and situational interest. Multiple regression analysis was conducted to examine the relationships between situational interest, students’ perceptions of online learning content, and learning outcomes. The results showed that (1) choice among students’ perceptions of learning content was a significant predictor of situational interest of each content; (2) there was a significant correlation between the situational interest of the third content and the task score of it; (3) the situational interest of the previous content was found to affect the situational interest of the next content; (4) overall situational interest rather than overall perceptions of learning content had a positive effect on persistent intention and students’ interest in mathematics and science.

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