Wednesday 23 November 2022.11:30am - 12:30pm

Yue Liu, Danhui Zhang

Students’ behavioural engagement patterns in a web-based science inquiry learning environment

Contact Author: Yue Liu (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Faculty of Education, Beijing Normal University, Beijing, China


Web-based inquiry learning has received more attention in formal science learning in recent years. Learning engagement is of vital importance in such learning environments. Log data has been widely used to detect the engagement of students in higher education, such as behavioral engagement in MOOC, LMS, etc. This study aimed to capture the transformation of behavioral engagement patterns of 5th grade students, through analyzing the features extracted from the log data collected in a Web-based Inquiry Science Environment (WISE).

The following research questions were addressed: a) Can students’ behavioral engagement patterns and meaningful transition paths over time be distinguished based on log data in WISE? b) Is there any association between students’ transition paths of behavioral engagement and learning gains in their inquiry performance?

Maggie Feng, Janette Bobis, Jenni Way

Investigating students’ engagement with teach first and task first lesson structures incorporating challenging mathematical tasks

Contact Author: Maggie Feng (This email address is being protected from spambots. You need JavaScript enabled to view it. )

Sydney School of Education and Social Work, The University of Sydney, Sydney NSW 2006, Australia


The focus of this study is on how variation in the structure of lessons (Task-first and Teach-first) that incorporate challenging tasks impacts student engagement and learning of mathematics, from the students’ perspective. Because students are directly impacted by the extent to which they engage during a lesson, it is important to explore their perspectives of what they find engaging instead of simply inferring them from teacher-reported data (Russo & Hopkins, 2019).