Determinants of three-dimensional student engagement in a university classroom
Déterminants de l’engagement tridimensionnel des étudiants en contexte de classe à l'université
Résumé
Our research is part of the Talisman project (TeAching and Learning InteractionS for Multimodal ANalysis, https://talisman.m-psi.fr/), which aims to study teaching and learning events in a university classroom context and to attempt to converge traditional manual analyses (questionnaires, observations) and automatic analyses using artificial intelligence methods, with a central focus on ethical considerations. The main variable under study is student engagement, which can be defined as the voluntary decision to participate actively and deeply in learning activities. Engagement is often recognized in the literature as a three-dimensional construct composed of 1) an emotional dimension corresponding to positive and negative affective reactions related to activities, teachers, peers, and the classroom climate; 2) a behavioral dimension referring to visible manifestations of effort (e.g., attention and participation); and 3) a cognitive dimension referring to the cognitive and metacognitive strategies employed. This theoretical approach provides a framework for simultaneously and dynamically examining the different dimensions in order to test their additive or interactive effects. Engagement is a good predictor of academic success, and identifying the factors related to classroom engagement is a major challenge. The various sources of influence on engagement can be divided into three types: internal, pedagogical, and contextual. Internal influences come from the student, such as their metacognitive abilities; pedagogical influences refer to what happens in the classroom, such as interactions; and contextual influences correspond to elements of the context, such as the length of the class. The objective of our research is to examine the three-dimensional engagement of university students, test the effect of identified determinants of this engagement, and understand their role for each dimension in an authentic classroom context. To do this, we use the Teaching Lab, a standard classroom equipped with cameras and audio sensors that allows us to collect data that can be analyzed automatically using artificial intelligence methods. We conducted an initial exploratory study in an ecological setting. The results showed that the perceived quality of interactions had a positive effect on the level of student engagement in all its dimensions. In addition, students' metacognitive level had a positive effect on their cognitive and behavioral engagement, and class duration had a negative effect on emotional and behavioral engagement. This research, as a whole, aims to identify the factors that determine student engagement at university and to understand how this engagement manifests itself in its three-dimensional form in the classroom by combining manual and automatic measurements.
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