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The Influence of Gender, Personality, Cognitive and Affective Student Engagement on Academic Engagement in Educational Virtual Worlds

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Artificial Intelligence in Education (AIED 2018)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 10947))

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Abstract

Educational virtual worlds (EVWs) are emerging as immersive learning environments that allow students to engage in experiential learning. However, understanding whether individual student differences influence learning behaviours and adapting the EVW accordingly has not been extensively investigated. This paper reports an experimental study with 115 undergraduate students to explore the link between their gender, personality, cognitive and affective engagement in relation to their academic engagement, measured by a quiz after using the world. We also explore whether providing hints can improve their academic engagement in the EVW. Only personal support (a factor of affective engagement) and intrinsic motivation (a factor of cognitive engagement) were found to be related to the quiz score. Also the personality dimension of Openness indicated student propensity to accept support.

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Acknowledgement

We would like to thank the participants in our study. Also, we thank Meredith Taylor for her assistance with Omosa. This work has in part been supported by Australian Research Council Discovery Project DP150102144.

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Authors and Affiliations

  1. Department of Computing, Macquarie University, Macquarie Park, NSW, 2109, Australia

    Anupam Makhija, Deborah Richards & Jesse de Haan

  2. Department of Information and Communication Sciences, Utrecht University, Utrecht, Netherlands

    Jesse de Haan & Frank Dignum

  3. Sydney School of Education and Social Work, Centre for Research on Learning and Innovation, The University of Sydney, Camperdown, Australia

    Michael J. Jacobson

Authors
  1. Anupam Makhija
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  2. Deborah Richards
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  3. Jesse de Haan
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  4. Frank Dignum
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  5. Michael J. Jacobson
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Corresponding author

Correspondence to Deborah Richards .

Editor information

Editors and Affiliations

  1. Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn Penstein Rosé

  2. University of Technology, Sydney, NSW, Australia

    Roberto Martínez-Maldonado

  3. University of Duisburg-Essen, Duisburg, Germany

    H. Ulrich Hoppe

  4. UCL Institute of Education, London, UK

    Rose Luckin

  5. UCL Institute of Education, London, UK

    Manolis Mavrikis

  6. UCL Institute of Education, London, UK

    Kaska Porayska-Pomsta

  7. Carnegie Mellon University, Pittsburgh, PA, USA

    Bruce McLaren

  8. University of Sussex, Brighton, UK

    Benedict du Boulay

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Makhija, A., Richards, D., de Haan, J., Dignum, F., Jacobson, M.J. (2018). The Influence of Gender, Personality, Cognitive and Affective Student Engagement on Academic Engagement in Educational Virtual Worlds. In: Penstein Rosé, C., et al. Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science(), vol 10947. Springer, Cham. https://doi.org/10.1007/978-3-319-93843-1_22

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  • DOI: https://doi.org/10.1007/978-3-319-93843-1_22

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-93842-4

  • Online ISBN: 978-3-319-93843-1

  • eBook Packages: Computer ScienceComputer Science (R0)

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