Measuring student engagement in technology-mediated learning: A review

By Curtis R. Henrie, Lisa R. Halverson, Charles R. Graham. Comput. Educ., 2015

887 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aa4bc743b181481df5f421db6552a84ef5fa0cba

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “2 Defining student engagement in flipped learning research As in other reviews on educational technology and student engagement (Bond et al., 2020; Henrie et al., 2015), only 13 studies (12%) in this corpus gave a definition of engagement (see”
Impact of mobile technology on student attitudes, engagement, and learning (2017, background): “According to Henrie et al. (2015), only 39.8% of studies measuring student engagement include an observational component in measurement of engagement, and these researchers note that there is not current agreement on a particular protocol for measuring behavioral engagement.”
Online learning in higher education: exploring advantages and disadvantages for engagement (2018, background): “…that does explore the effects of technology-mediated learning on student engagement and outcomes generally focuses solely on findings at the individual course level (Drysdale et al. 2013; Henrie et al. 2015), not the overall student experience, so it can be difficult to generalize these findings.”
Encouraging intrinsic motivation in management training: The use of business simulation games (2019, background): “Third, although surveys that use quantitative items (e.g., Likert scales) are commonly used for measuring engagement in academic settings, qualitative measures are another approach to measuring student engagement (Henrie et al., 2015).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “In the narrower context of technologymediated learning, Henrie, Halverson, and Graham (2015) likewise found that the majority of articles reviewed did not clearly define engagement.”
Digital support for student engagement in blended learning based on self-determination theory (2021, background): “However, the means of fostering student engagement in the two environments are very different, and sustaining student engagement in learning with technology is challenging (Henrie et al., 2015).”