Annoesjka J. Cabo

Effective behavioural engagement (BE), such as putting effort and time into using learning materials, is critical to academic success. However, students often struggle to maintain their BE over time. As web-based learning becomes increasingly integral to STEM education, offering students the flexibility to consolidate complex materials at their own pace, supporting BE is essential. This longitudinal study examines the effect of an intervention—using biweekly planning prompts and personalised feedback during a 9-week course—on BE and course performance. In addition, the moderating role of motivation on this effect was examined. BE was operationalised using theory-driven log-type indicators capturing several aspects of online effort and time. Students (N=173) were randomly assigned to one of three conditions: (1) control group received general reminders, (2) planning-only group received planning prompts, and (3) planning-feedback group received planning prompts and personalised emails comprising process-based feedback based on their BE with the web-based platform. Results showed that planning prompts could enhance student effort in completing the tasks. Personalised feedback combined with planning prompts could promote consistent BE among students with strong value beliefs, suggesting the need for better integration of motivational support. The study provides insights into the development of adaptive systems to support complex engagement processes.

Behavioural engagement as a predictor of academic success hinges on the interplay between effort and time. Exploring the longitudinal development of engagement is vital for understanding adaptations in learning behaviour and informing educational interventions. However, person-oriented longitudinal studies on student engagement are scarce. Moreover, online engagement metrics are rarely grounded in theory and often result in simplified descriptions overlooking the complexity of engagement processes. This study applies a theory-based operationalization of behavioural engagement to examine the log data of 236 students in a web-based learning platform. We explored 1) whether weekly profiles based on distinct engagement patterns can be identified and 2) how students transition across profiles over time. Hierarchical clustering yielded one Inactive and six active profiles (Fast-Learners, Regular-Learners, Average-Engagement, Minimalists, Struggling-Learners, and Procrastinators). Results suggest heterogeneity in profile emergence, with effective engagement characterized by alignment with the course deadlines. Process mining revealed changes in profile membership across weeks. Profile transitions revealed relative stability among effective groups and greater fluctuation among low-time profiles. By investigating the complexity and temporality of engagement in online learning, our findings provide insights for developing personalized learning support through training artificial intelligence applications and informing learning analytics dashboards.

Undergraduate mathematics education is essential for building a foundation for success in various scientific disciplines. Curriculum reforms in mathematics education have emphasized the need for cultivating learning skills that depend on effective student engagement (SE). Consequently, there has been growing research on the mechanisms that facilitate SE and promote its development. To gain insights into the state of SE research in undergraduate mathematics, the current systematic review addresses the varied research by examining four key aspects: a) theoretical grounding and research aims, b) definitions, c) measurement, and d) learning outcomes. Following the PRISMA guidelines, a literature search identified 1,584 records, with 48 papers meeting the inclusion criteria. The findings reveal three primary research aims and three approaches to grounding SE research, with most studies using an instruction-focused framework to evaluate instructional methods. Nearly half of the papers provided a definition of SE, with analysis showing varied uses of elements like psychological investment and multidimensionality. Studies that used multiple elements offered more concise definitions. Measurement of SE predominantly focused on online learning through log files or course participation via self-reports, with behavioral engagement being the most commonly examined dimension. Less than half of the studies explored the relationship between SE and learning outcomes, using both variable-oriented and person-oriented approaches to examine this connection. Based on the current findings, the review offers recommendations for aligning conceptualizations, definitions, measurement, and context in future research to foster a shared understanding and guide interventions.

One of the concerns in service mathematics courses, such as calculus for engineering, is students’ interest in these studies. Research suggests that engineering undergraduates’ lack of awareness about the importance of mathematics for their study success and for their careers contributes to their low motivation for mathematics. An approach to increasing student motivation is to take advantage of technological tools to provide students with more engaging learning experiences. Recent studies showed that augmented reality (AR) enhances student engagement, motivation, and knowledge retention. However, implementing AR can be challenging since it can be quite costly and technically complex. The current paper describes a case study in which an AR application was designed and developed using WebXR, in the context of a service mathematics course for teaching calculus. The AR content involves drawing of level curves and the visualization of a volcano and the flow of lava to support students’ learning of directional derivatives. A pilot study was conducted to examine engineering undergraduates’ perceptions of using AR for learning mathematics. Results show that students perceived using AR for learning math as enjoyable and motivating. Students reported that AR content adds value to their classes by making the mathematical concepts clearer and helping them apply what they have learned to real life. However, the AR content did not work well on all mobile phones and all versions of web browsers. Lessons learned from the design and development of AR using WebXR as well as recommendations for future studies are discussed in this paper.

In tertiary mathematics education for engineers (hereafter called service mathematics education, SME), there is a long-lasting controversy on what and how to teach. The goal of SME is to provide a base for engineering-specific courses and to develop mathematical competencies needed for academic success and professional practice. A leading question in engineering education is how to take mathematical competencies into account when designing content. Mathematical competencies are employed to understand, judge, do, and use mathematics in a variety of mathematical contexts and situations in which mathematics could play a role [1]. Although mathematical competencies have been introduced for about two decades, Alpers [2] noted that research in engineering higher education had focused chiefly on the modelling competency and less on other competencies. By means of a scoping review, the current study aims to examine how mathematical competencies are investigated in higher education research. The main research question is “To what extent and in what ways have mathematical competencies been examined in higher engineering education research?” Papers were retrieved and qualitatively reviewed using the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) guidelines. A systematic search yielded 166 records, of which, 65 unique records were relevant to engineering education and screened for eligibility. A synthesis of 23 studies reviewed showed that problem-solving and modelling were the most investigated mathematical competencies and were often investigated together or with other mathematical competencies. The inconsistencies in the terminologies used suggest a need for clearer conceptualizations to advance research and inform practice on mathematical competencies.