Student engagement and disengagement in TEL – The role of gaming, gender and non-native students
Study details
| Year: | Not reported |
| Scope: | Local |
| Countries: | Sweden |
| Methodology: | Empirical research – Mixed methods |
| Methods of data collection: | Interview; Survey |
| Researched Groups: | Children |
| Children Ages: | Other |
| Other Childrens Age Group: | 16-18 years old |
| Consents: | Consent obtained from children |
| Informed Consent: | Consent obtained |
| Ethics: | Ethical considerations and/or protocol mentioned in the research design |
| URL: | https://journal.alt.ac.uk/index.php/rlt/article/view/2293 |
| Data Set Availability: | Not mentioned |
Goals
"There are several studies that explore gaming, gender, non-native speakers in relation to school results. While highly relevant, these studies have not explored the behavioural, cognitive, emotional and social aspects of engagement and disengagement in TEL and how these are related to the specific social groups. To contribute to knowledge in this area, we raised the following three hypotheses:
H1: We hypothesise that students’ academic engagement and disengagement, when learning with technologies, differ between students who report high-and low-frequency gaming.
H2: We hypothesise that students’ academic engagement and disengagement, when learning with technologies, differ between female and male students.
H3: We hypothesise that students’ academic engagement and disengagement, when learning with technologies, differ between native and non-native speakers."
(Authors, 3)