Scholarlink

<p>Situational engagement captures students’ momentary experiences during learning activities and can provide insights that are not accessible through more general measures of engagement. This study examined how a robotics and coding project-based learning (PBL) module influenced fourth-grade students’ situational engagement, focusing on variations across four instructional phases – <i>skill building, ideation, skill implementation</i> and <i>co-reflection</i> – and identifying latent engagement profiles. Using an Experience Sampling Method (ESM) in a repeated-measures design, 143 students reported their perceived skill, interest, and challenge levels at 12 measurement points throughout the project. As situational engagement may not be uniform across an entire class, employing Latent Profile Analysis (LPA) helps identify subgroups of students who share distinct engagement patterns. LPA identified four engagement profiles – <i>engaged</i>, <i>underchallenged</i>, <i>moderately engaged</i>, and <i>disengaged</i> – and revealed consistently high levels of situational engagement, with notable variations in challenge and interest experiences across phases. Engagement peaks occurred during skill-building activities (Optimal Learning Moment, OLM rate = 26%), whereas the ideation phase produced the lowest OLM rate (20%) alongside the highest perceived challenge. These findings highlight the value of balancing structured and unstructured phases in PBL and provide guidance for educators on how to sustain students’ engagement throughout the module, particularly in mathematics and science contexts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Students’ Situational Engagement in a Primary School Science Project

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月23日

查看全文
  • Perttu Ervelius,
  • Jari Lavonen,
  • Kalle Juuti,
  • Sarita Ramsaroop,
  • Anni Loukomies

摘要

Situational engagement captures students’ momentary experiences during learning activities and can provide insights that are not accessible through more general measures of engagement. This study examined how a robotics and coding project-based learning (PBL) module influenced fourth-grade students’ situational engagement, focusing on variations across four instructional phases – skill building, ideation, skill implementation and co-reflection – and identifying latent engagement profiles. Using an Experience Sampling Method (ESM) in a repeated-measures design, 143 students reported their perceived skill, interest, and challenge levels at 12 measurement points throughout the project. As situational engagement may not be uniform across an entire class, employing Latent Profile Analysis (LPA) helps identify subgroups of students who share distinct engagement patterns. LPA identified four engagement profiles – engaged, underchallenged, moderately engaged, and disengaged – and revealed consistently high levels of situational engagement, with notable variations in challenge and interest experiences across phases. Engagement peaks occurred during skill-building activities (Optimal Learning Moment, OLM rate = 26%), whereas the ideation phase produced the lowest OLM rate (20%) alongside the highest perceived challenge. These findings highlight the value of balancing structured and unstructured phases in PBL and provide guidance for educators on how to sustain students’ engagement throughout the module, particularly in mathematics and science contexts.